A common presupposition in metaethical theory is that moral assessment comes in two flavors, one of which is sensitive to our epistemic circumstances, the second of which is not so sensitive. Though this thought is popular, a number of questions arise. In this paper, I limit my discussion to what I dub the "explanatory question": how one might understand the construction of subjective moral assessment given an explanatorily prior objective assessment. I argue that a proper answer to this (...) question is important not simply for its own sake, but because it also sheds new light on important challenges to the existence of both objective and subjective moral obligations. (shrink)

Michel Foucault's theory of moral subjectivity, as a trained relation of the subject to itself, contains a latent semiotic theory of self-knowledge. The formation of the moral subject is seen by Foucault as a sign system, given the name of technology, and placed in a broader context of semiotic and non-semiotic paths to knowledge. In such a framework, signification as a technology, the self as a binary opposition, and the in-between space of binaries emerge as important methodological (...) elements in self-knowledge. Furthermore, a semiotic argument comes forth about the epistemological role of culture in the modeling of knowledge at large. (shrink)

In this paper, I raise the problem of dealing with counterpossible conditionals for theories of subject matter. I argue that existing accounts of subject matter need to be revised and extended to be able to a) provide reasonable (potentially non-degenerate) verdicts about what counterpossibles are about, b) explain the intuition that counterpossibles are in some sense about what would happen if the antecedent were true, and c) explain in what sense counterpossibles can be about individuals. I sketch how one could (...) extend atom-based and way-based theories of subject matters to handle the problem. Then, I raise the problem that it might be desirable for a theory of subject matter to prevent the inference that certain counterpossibles are about the kinds of things that they seem to mention. (shrink)

From the analysis of the Wave 5 National Income Dynamics Study – Coronavirus Rapid Mobile Survey 2021 dataset, the study conducted in South Africa, we developed a model of analysis based on three dimensions, namely, subjective well-being, material living conditions, and importance attributed to education during the COVID-19 pandemic. A cross-sectional analysis of the data for Gauteng area indicates that the dimension of subjective well-being of families in South Africa—even in relation to the factors such as conditions of deprivation —does (...) not necessarily influence the importance the respondents attach to their children’s education, this as reflected in whether or not they send them to school when COVID-19 restrictions allowed for schools to come back to face-to-face teaching. Subjective well-being of parents and guardians is, however, a predictor of concern about their children’s education and future. Our working hypothesis is that, although there is little evidence that subjective well-being has a significant association with the respondents’ willingness for their children to continue their schooling, there is a significant indirect effect of subjective well-being—which is especially determined by the gender as well as of the living material conditions—and the greater or lesser importance that the respondents attribute to their children’s education. Likewise, and in more general terms, subjective well-being is clearly related to gender, with women having the lowest levels of subjective well-being. (shrink)

최근 도덕과 교육에서는 통합적 도덕성 함양을 위해 정의윤리와 배려윤리의 조화에 대한 교과교육학적 관심이 확장되고 있다. 그동안 많은 도덕철학자들이 남성은 합리적 도덕성을 지닌 존재로, 여성은 정서적 도덕성을 지닌 존재로 규정지어왔으나 길리건은 여성과 남성의 도덕성이 질적으로 다르다고 주장하면서 여성들의 도덕적 추론을 배려윤리로, 남성들의 도덕적 추론을 정의윤리로 특징짓고 남성과 여성의 다른 목소리에 주목하였다. 길리건의 이론을 도덕과 교육에 적용시킨 나딩스는 도덕성의 정의적 측면만을 강조한 배려윤리만으로는 통합적 도덕성을 길러내는데 한계가 있다는 것을 알고 이를 보완하고자 후기에는 배려윤리와 정의윤리의 조화를 모색하기도 하였다. 이에 본 연구자는 인지적, 정의적, (...) 행동적 측면의 도덕성을 통합적으로 신장시킬 수 있는 도덕과 수업의 통합적 접근 방안을 모색해 보았는데 문학작품에서 그 실마리를 발견할 수 있었다. 그리고 도덕과 교육의 통합적 접근의 일환으로 청소년문학작품『완득이』를 활용한 윤리적 탐구공동체 모형을 제안해 보았다. 립맨의 윤리적 탐구공동체 모형은 학생들에게 고차적 사고력 즉 비판적 사고력, 배려적 사고력, 창의적 사고력을 신장시켜 줄 수 있는데 비판적 사고력이 인지적 측면의 도덕성을 길러낼 수 있다면 배려적 사고력은 타인들을 돌보는 역할에 대해 생각해 보게 하는 고차적 사고의 한 측면으로 정의적 측면의 도덕성을 기를 수 있다. 배려는 이성과 조화를 이룰 때 그 기능이 더 잘 발휘될 수 있다고 볼 때 앞으로 도덕과 교육에서는 도덕적 사고력과 더불어 실천적인 배려 능력을 함양시키기 위한 노력이 필요하고 문학을 활용한 립맨의 윤리적 탐구공동체 모형은 통합적 접근에 있어서 유의미한 방안이 될 수 있을 것이다. (shrink)

I put equality at the center of John Stuart Mill's practical philosophy. His principle of "perfect equality" embodies a substantive relational ideal, which I call "equality as reciprocity." This ideal requires removing injustices due to domination and subjection in human associations, including the family. Justice grounded on perfect equality must be the basis of personal, social, and political life, because the moral sentiments, chief among human beings' "higher" faculties, find adequate channels only under equality. Genuine happiness, which involves the (...) exercise and development of these faculties, is open only to those who relate as equals. Thus, on my account, equality as reciprocity adds substance to Mill's liberalism. ;In The Subjection of Women, Mill appealed to his view of human progress to argue for perfect equality. He maintained that this ideal is not appropriate for all times, but required for human improvement and a part of everyone's good under conditions of "modernity." Modern democratic cultures embrace such "progressive" human interests as equal justice, sympathy, and cooperation. Replacing the archaic command and obedience ethic with the nonhierarchical pattern of reciprocity would bring out human beings' "true virtue": living as equals. Inequality, and the exercise of unjust power generally, corrupts everyone's moral character and thwarts human flourishing. All other things equal, egalitarian relations are a critical part of anyone's autonomously chosen plan of life. Given human sociability, any other choice would impoverish a person's life. ;It is clear from Mill's argument for perfect equality that Mill was not a classical utilitarian. He conceived of utility broadly, as concerning progressive human interests, and argued for educating the "moral part" of human nature through just institutions and social practices. He believed that strengthening equal justice, the chief moral sentiment, is a central requirement of utility, because of the importance of other-regarding sentiments to a good human life. Thus, on my account, Mill's "enlarged" account of utility supports his substantive egalitarianism. His defense of perfect equality is utilitarian only in his idiosyncratic sense. (shrink)

Amidst the wealth of literature on the topic of moral distress in nursing, a single citation is ubiquitous, Andrew Jameton’s 1984 book Nursing practice. The definition Jameton formulated reads ‘... moral distress arises when one knows the right thing to do, but institutional constraints make it nearly impossible to pursue the right course of action’. Unfortunately, it appears that, despite the frequent use of Jameton’s definition of moral distress, the definition itself remains uncritically examined. It seems as (...) if the context of how moral distress arises (i.e. anger, frustration etc.) has been co-opted as its definition. This current work suggests that the current definition is not moral distress as defined by Jameton, but rather, in large part, nursing’s discomfort with moral subjectivity in end-of-life decision making. A critical examination of how the Catholic tradition’s normative ethical framework accounts for moral subjectivity in end-of-life decision making serves to aid nursing’s discomfort and as a starting point to recontextualize moral distress. (shrink)

본 연구는 실생활 맥락에서 교과 간, 교과를 가로지르는, 교과를 초월한 학습을 강조한 초학문적 융합 패러다임에 주목하고 있다. 이 패러다임은 21세기 역량을 위한 삶과 배움의 통합 및 유의미성과 관련이 깊다. 본 연구는 21세기 역량을 실현하기 위해 도덕과 수업에 초학문적 융합 패러다임을 도입하여 실천한 사례를 담고 있다. 두 학교의 중학교 1학년 수업에서 “복잡한 문제, 실생활 맥락, 학생 주도, 지식 생산, 행동 및 체험”이라는 수업 원리에 따라 설계한 초학문적 융합 프로그램의 실행 과정에서 드러난 교사의 내러티브와 학생 반응을 담고 있다. 학생 역량 강화를 위한 (...) 초학문적 융합 수업의 도덕과 현장 실행 결과를 제시하고 도덕과에 주는 시사점을 도출하였다. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Inductive Scepticism and Experimental Reasoning in Moral Subjects in Hume's Philosophy Anne Jaap Jacobson According to its title page, Hume's Treatise Concerning HumanNature is An ATTEMPT to introduce the experimental Method ofReasoning INTO MORAL SUBJECTS."1 And from the first section onwards, Hume makes statements about the human mind which are given an unqualified generality;An Enquiry ConcerningHuman Understanding is marked by a similar assurance that much about human (...) understanding can be known. Because of this, exegesis which attributes to Hume an unrestrained scepticism about the experimental method appears to attribute to him inconsistency on such a scale as to render the interpretation itselfquestionable. Nonetheless, there is, atleast on the face ofit, considerable justification for ascribing to Hume just such a scepticism. In this paper I explore sceptical features, some ofthem important but little noticed, in Hume's treatment of causality and our beliefs about the unobserved. Though I end by suggestinghow to avoidviewing Hume in this area as simply lamentably inconsistent, Hume's use of the experimental method doesremain problematic, as, I suggest, Hume himselfthought. The first three of the following sections in this paper treat connected themes in Hume's philosophy which, when taken together, present us with a very sceptical view of experimental reasoning. I. Necessity as projected impression Hume holds that our beliefs about causality in the objects are in large part the result of a projection of an internal impression of (some kind of) necessity. The thesis ofprojection is not entirely straightforward; to see this, let us ask the question, is the impression which is projected semantically simple or complex? There are excellentreasonsforregarding the impression as simple as Hume conceives of "simple" in this context. Hume himselfappears to sayitis simple (E 64, n. 1). Andmuch of Hume's discussion ofnecessity is driven by the principle that there can be no idea without a preceding impression, and this principle applies only to simple ideas. But the consequent reading is far from satisfactory. To see the problem, let us look at what seems to be the Volume XV Number 2 325 ANNE JAAP JACOBSON most entrenched understanding ofHume, one perhaps amark ofKemp Smith's influence. This is the view that Hume is saying that the impression source of our idea of necessity is a feeling of anticipation. The problem is this: ifa feeling ofanticipation is a simple impression, it is not at all clear that the impression can do the job Hume has for it. Remember that if the impression is in content itselfrelational, then it is not a simple impression on Hume's own account, since ideas of relations are for him complex (T 13). Hence, we might take the impression to be of the sort described by Stroud, according to whom the impression yielding our idea of necessity is semantically unrelated to the elements of the relation. But such a reading robs Hume of the explanatory position he so clearly thinks he has. If we have a semantically simple impression it becomes a mystery why the spreading has the effects that it does: when we transfer the determination ofthe thought to external objects, andsuppose any real intelligible connexion betwixt them. (T 168, my emphasis) Why does spreading some simple, indefinable feeling result in our supposing there is a real intelligible connection between the objects on which the mind has spread? To get this result it looks as though the mind will have tomake two mistakes: thefirstmistake is the spreading, and the second mistake consists in the mind's inferring from the experience of the impression as spread that somehow the causal inference itself is also out there in nature as an intelligible connection. But, while Hume does sometimes seem to suggest we make this sort of two-step error (T 223, for example), such a picture makes it seem that the impression spread is not really the semantic source of (that is, wholly determinate of the content of) our idea ofnecessity. Rather, on the two-step error model, our belief that there are connections enters as a result of an inference following upon the spreading; however, for Hume, an inference is not the way an impression ofX gives rise to an idea ofX... (shrink)

This paper argues that Calvin provides an account of the radical unmaking of the human moral subject at the hands of sin and its even more radical remaking at the hands of divine grace. The moral significance of human continuity during this soteriological transit, including such things as reason and will as such, is shown to be overreached by that of what becomes of the human creature in its history at the hands of both sin and God’s grace. (...) Calvin’s treatment of the first and third uses of the law confirms and illumines this claim decisively. Insight into this matter is aided by consideration of J. Louis Martyn’s discussion of the status of the moral subject in Pauline paraenesis A Reformed theological ethic that takes its cues from Calvin’s teaching in this regard will thus regard the adventitious realities of sin and grace, and their serial consequences for the constitution of the human moral agent, to represent the most important meta-ethical realities to be considered. (shrink)

I argue in this paper that Immanuel Kant's account of the moral wrongness of contempt in the Metaphysics of Morals provides important resources for our understanding of the nature of moral subjectivity. Although Kant typically emphasizes the subject's position as autonomous addressor of the moral law, his remarks on contempt bring into relief a dynamic relationship at the heart of practical subjectivity between the addressor and addressee positions. After tracing the development of reflection concerning the (...) addressor and addressee positions in early modern philosophy, beginning with Francisco Suarez and Samuel Pufendorf, I articulate and defend what I take to be a Kantian conception of the relation between those positions. More specifically, I argue that to be a moral subject at all is necessarily to position oneself as the addressor of the moral law, but that one must at the same time maintain oneself in the addressee position, resisting the full conversion to the addressor position that autonomy seems to demand. (shrink)

The articles collected in this critical edition represent a variety of interpretations both of the kind of feminism Mill represents and of the specific arguments he offers in The Subjection of Women including their lexical ordering and relative merit. Each selection is preceded by a brief and useful summary of the author's position intended to assist introductory students.

Linguistic justice is about institutions distributing material and symbolic resources fairly when they are faced with linguistic diversity. However, no theory of linguistic justice has developed a systematic and comprehensive account of the moral dilemmas that take place in interpersonal linguistic relationships, in particular the power dynamics leading to (linguistic) domination. The aim of this article is to start building a general theory of linguistic domination, one that offers new conceptual tools for both empirical and normative analyses of linguistically (...) diverse societies. Using the republican tradition of thought, I argue that there is linguistic domination whenever someone is subject to the uncontrolled capacity for interference over their linguistic uses, ideology and acquisition by another agent. This article tests under what conditions this phenomenon takes place and the parties involved in it (both in terms of individuals and political institutions). (shrink)

A Treatise of Human Nature, David Hume's comprehensive attempt to base philosophy on a new, observationally grounded study of human nature, is one of the most important texts in Western philosophy. It is also the focal point of current attempts to understand 18th-century western philosophy. The Treatise addresses many of the most fundamental philosophical issues: causation, existence, freedom and necessity, and morality. The volume also includes Humes own abstract of the Treatise, a substantial introduction, extensive annotations, a glossary, a comprehensive (...) index, and suggestions for further reading. (shrink)

Se realizó una investigación en sistemas y servicios de salud de tipo descriptiva transversal, con el objetivo de elaborar un sistema de acciones de capacitación para el profesional de la enfermería comunitaria en la prevención del embarazo en la adolescencia. Se aplicaron métodos teóricos y empíricos propios de la investigación científica. El universo lo constituyeron 20 profesionales de enfermería que laboran en consultorios del Área Salud "Tula Aguilera". La muestra quedó conformada por los 12 profesionales que aceptaron participar en el (...) estudio. El criterio de exclusión fue la libre decisión de cada individuo para participar o retirarse de la investigación. Se aplicó una encuesta estandarizada, previo consentimiento informado, para determinar el nivel de conocimientos sobre salud reproductiva en la adolescencia. Los resultados constatados reflejaron que la mayoría de los encuestados tenían criterios estrechos, no fundamentados científicamente ni actualizados sobre el tema, por lo que se diseñó un sistema de acciones de capacitación basado en conocimientos científicos actualizados, pertinentes y contextualizados. Cada actividad se propuso demostrar la factibilidad e importancia de utilizar técnicas participativas y la fundamentación de las ventajas de su uso en diferentes actividades comunitarias, encaminadas a enfatizar en la organización, movilización, concientización y capacitación a los diferentes sujetos sociales involucrados en la prevención del embarazo en la adolescencia, para que estos se conviertan en transformadores de su propia realidad, en correspondencia con sus necesidades y demandas sociales. A descriptive transversal study was carried out on health systems and services aiming at designing a system of training actions for the community professional nurses in order to prevent pregnancy in adolescence. Theorical and empirical methods were applied. The universe was made up of twenty professionals who consented to participate in the study. The inclusion criterion was the free decision of each individual on either participating or not in the investigation. A standard survey was applied -with a previous informed consent , to determine the knowledge about reproductive health in adolescence. The results revealed that most of the surveyed people had narrow criteria with no updated scientific grounds on the issue, thus a system of training actions based on updated scientific pertinent contextualized information was designed Each activity aimed at demonstrating the feasibility study of using participative techniques as well as the reasons for the advantages of their use in a variety of community activities to emphasize the organization and understanding of the different social subjects involved in the prevention of pregnancy in adolescence. (shrink)

This two-volume work provides a new understanding of Western subjectivity as theorized in the Augustinian Rule. A theopolitical synthesis of Antiquity, the Rule is a humble, yet extremely influential example of subjectivity production. In these volumes, Jodra argues that the Classical and Late-Ancient communitarian practices along the Mediterranean provide historical proof of a worldview in which the self and the other are not disjunctive components, but mutually inclusive forces. The Augustinian Rule is a culmination of this process and (...) also the beginning of something new: The paradigm of the monastic self as protagonist of the new, medieval worldview. Three main theoretical challenges leading to, and present in the Rule are tackled: What are the sources of our modern understanding of subjectivity? Can Ancient sources provide an alternative genealogy that resists the individualistic turn of Modernity? And can the commons be saved without suppressing individuality? Jodra seeks to prove that the synthesis-which is also an appropriation-of Greek and Judaic sources carried out by the first Christians allowed for two contrasting models of subjectivity, the self-less and the other-less, to 'take turns' to dominate our understanding of human nature. The Greek world provided the political dimension and the Jewish world established the key theological principles of a Mediterranean synthesis which took place in Rome. Coherently and progressively, Jodra emphasizes the theopolitical nature of our worldview even today, and claim that the subject of the primitive Church is its most visible incarnation. These volumes therefore restore the unity of the Hellenistic and Judaic world as found by the first Christians, proving that the self and the other are two essential pieces in the construction of our world. (shrink)

Maria Morales’s striking and thought-provoking argument in Perfect Equality is that John Stuart Mill’s egalitarianism unifies his practical philosophy and that this element of his thought has been neglected in recent revisionary scholarship. Placing Mill’s arguments for the substantive value of “perfect equality” in The Subjection of Women at the center of her analysis, Morales develops a distinctive interpretation of Mill as an egalitarian liberal. Morales also aims to counter many recent communitarian critiques of liberalism as founded upon a conception (...) of the self as atomistic and individualistic. Like other Mill scholars, Morales sees Mill’s liberalism as an appealing alternative to the dominant Rawlsian theory, and she offers Mill’s approach as a response to “the still popular view that liberalism is structurally incompatible with a rich conception of the human good, particularly with a substantive commitment to equality”. Mill’s theory is not “doggedly individualistic,” and it rejects the model of liberal social life as atomistic and abstract. The well-constituted communities of the title are based upon “sympathetic, cooperative, and egalitarian values”. (shrink)

This article examines forms of subjectivation propagated through the processes and practices of ethics review in UK Higher Education Institutions. Codified notions of research ethics are particularly prevalent in the university context along with stringent institutional regulation of the procedures surrounding ethics review of research proposals. Michel Foucault’s concept of neoliberal governmentality is argued in this article to help illuminate the combination of power processes reflected in ethics review practices. These operate insidiously in accordance with a neoliberal rationality that champions (...) self-sustaining individuals and the inauguration of human capital. Moreover, ethics review processes and attendant regulatory modes of control compound the construction of the student as a ‘permanent performer’ and the associated requirement for her to self-govern through risk management. A combination of overtly controlling and self-relational mechanisms of neoliberal governmentality are in operation, both of which have the potential to generate particular forms of subjectivation in the university context. Foucault’s conceptualisation of the ethical relation to the self helps indicate alternative, resistant styles of self-confrontation to those correlating with neoliberal governmentality. These are based on autonomous choice-making and self-censoring rather than unquestioning conformity to the regimens of ethics review. (shrink)

This work describes the perceptions that Industrial Engineering students have regarding Colombian firms’ corporate social responsibility (CSR) practices. It also explores the incidence of gender, academic level, work experience and entrepreneurial intention on students’ vision. A survey with 70 CSR practices was designed based on previous research. Practices were grouped in ten dimensions: shareholders, customers, employees, suppliers, stakeholders, ethics, environment, legal, human rights and society. A representative sample of 142 students was used. Results show that students perceive a higher commitment (...) of Colombian companies with the shareholders dimension, while a lower with the society, ethics and environmental CSR practices. Work experience and entrepreneurial intention are the only variables affecting the identified perceptions. Thus, as they gain experience, their perceptions become more favorable. On the other hand, potential entrepreneurs have a more critical view on the companies’ commitment. Additionally, the fact that the academic level does not impact students’ perceptions constitutes a challenge for the academic program, since it is expected that this will affect the vision of future engineers. This is the first study that evaluates perceptions of Industrial Engineering students, who, given their object of study, will be responsible for designing and managing production processes in organizations of the future. Results respond to a specific context (students at a Colombian public university), therefore further research to explore the subject is recommended. (shrink)

Arguably the most foundational principle in perception research is that our experience of the world goes beyond the retinal image; we perceive the distal environment itself, not the proximal stimulation it causes. Shape may be the paradigm case of such “unconscious inference”: When a coin is rotated in depth, we infer the circular object it truly is, discarding the perspectival ellipse projected on our eyes. But is this really the fate of such perspectival shapes? Or does a tilted coin retain (...) an elliptical appearance even when we know it’s circular? This question has generated heated debate from Locke and Hume to the present; but whereas extant arguments rely primarily on introspection, this problem is also open to empirical test. If tilted coins bear a representational similarity to elliptical objects, then a circular coin should, when rotated, impair search for a distal ellipse. Here, nine experiments demonstrate that this is so, suggesting that perspectival shapes persist in the mind far longer than traditionally assumed. Subjects saw search arrays of three-dimensional “coins,” and simply had to locate a distally elliptical coin. Surprisingly, rotated circular coins slowed search for elliptical targets, even when subjects clearly knew the rotated coins were circular. This pattern arose with static and dynamic cues, couldn’t be explained by strategic responding or unfamiliarity, generalized across shape classes, and occurred even with sustained viewing. Finally, these effects extended beyond artificial displays to real-world objects viewed in naturalistic, full-cue conditions. We conclude that objects have a remarkably persistent dual character: their objective shape “out there,” and their perspectival shape “from here.”. (shrink)

The analysis of moral subject in consequentialist ethics (as a kind of nonutilitaristic consequentialism) aims to show, that moral subject is of basie importance for it - regardeless to the fact, that its analysis focuses predominantly on action and its concequences. It is the moral subject, which enables the action and its consequences to be performed. So understanding the conditions of moral subjecťs action means understanding the moral subject itself. This understanding draws upon the typology (...) of moral subjects that makes the prediction of certain kinds of action as well as oftheir consequencies possible. (shrink)

이 글은 2007년 개정교육과정에서 초등학교 ‘바른생활’․‘도덕’의 전통윤리교육의 특성을 분석하고 그 과제를 제시한 것이다. 초등학교 도덕교육이 성공적이지 못한 이유가, 주지주의 도덕교육의 결과로 인한 기본생활과 예절의 습관화의 실패에 있다는 성찰을 바탕으로, 이러한 기본생활습관교육이 바로 전통윤리교육이라는 데 초점을 두고 교육과정과 교과서를 중심으로 살펴보았다. 초등학교 ‘바른생활’․‘도덕’은 우리 조상들이 강조하였던 기본생활습관교육에서 벗어나지 않으며, ‘바른생활’은 초등학교 전 학년의 기본생활습관 형성을 위하여 목표와 내용의 상세화가 이루어지고 있다. 그러나 ‘도덕’의 18개 가치덕목은 시민사회생활에 필요한 가치덕목과 전통윤리덕목의 조화이긴 하지만 주로 전자에 중점이 있으며, 목표와 내용의 상세화도 전통윤리교육 측면에서는 다소 미흡한 (...) 점이 있다. 교과서 집필이 현재 진행 중이기 때문에 완결된 분석은 어렵지만, 교육과정과 1,2학년 ‘바른생활’․‘생활의 길잡이’, 3,4학년 1학기 ‘도덕’․‘생활의 길잡이’에 드러난 전통윤리교육에 대한 관점을 분석할 때, 교육과정과 교과서에서 전통윤리교육이 보다 원리적․심층적으로 다루어질 필요가 있음을 알 수 있다. 이를 위해서는, 한국적 도덕교육론 정립, 동서양 도덕교육론의 균형 잡힌 시각 제시, 교육과정 구성과 교과서 집필에 있어서 전통윤리교육전공자들의 적극적 참여, 전통문화 내지 동양사상의 정수를 체험할 수 있는 프로그램 활용 등에 주의를 기울여 전통윤리교육이 활성화 되어야 한다. 아울러 초등학교 전통윤리교육을 위해 요구되는 과제로는, 18개 가치덕목의 선정 기준과 원칙 마련, ‘서양윤리와 동양윤리’․‘현대윤리와 전통윤리’의 조화를 위한 적용 원리 마련, 전통윤리의 본질과 가치를 현대사회에 적합한 내용으로 구성, 기본적인 태도와 몸가짐․예절 등은 ‘바른생활’ 교과에서 완전학습을 통해 습관화, 전통 가치의 다양한 활용, 미래사회의 새로운 변화에 대한 대비, 현대사회 제반문제에 대한 대응 등을 들 수 있다. (shrink)

Mary Wollstonecraft's A Vindication of the Rights of Woman was a ground-breaking work of literature which still resonates in feminism and human rights movements of today.

Introduction : critical ethics, or, the subject of reform -- An ethics of Gesellschaft -- The "new ethic" : a particularist challenge -- Conflicted sexualities and conflicted secularisms -- Global influences, local responses -- Moral laws and impossible laws : the "female homosexual" and the Criminal Code -- Social matters : social democracy and the ethics of materialism -- Losses and unlikely legacies : psychoanalysis and femininity -- Afterword : moral citizenship, or, ethics beyond the law.

La préoccupation de l'auteur est ici de démontrer qu'il est possible de conceptualiser une écriture du réel qui ne doit rien à ce que l'on entend communément par " réalité ". Si la réalité se définit comme " ce qui est ", le réel, lui, est hors monde, avant l'émergence du signifiant et du langage. Les études des oeuvres de Pierre Guyotat et de Bernard Réquichot soutiennent qu'une écriture est possible sans céder à une signification immédiate. Elle s'origine dans le (...) corps et se fabrique à partir d'un impensé dont la coloration est l'angoisse. Ce n'est donc pas un hasard si un rapport s'établit entre le trait de la lettre et la consistance d'un sujet. Deux extrêmes fondent ce rapport : les premiers signes écrits des grottes préhistoriques et la production esthétique rencontrée dans la clinique de la psychose. De tout cela, il ressort une théorie du sujet qui doit plus à une ontologie de l'accident qu'à une permanence de l'être. (shrink)

Metacognition is the capacity to evaluate the success of one's own cognitive processes in various domains; for example, memory and perception. It remains controversial whether metacognition relies on a domain-general resource that is applied to different tasks or if self-evaluative processes are domain specific. Here, we investigated this issue directly by examining the neural substrates engaged when metacognitive judgments were made by human participants of both sexes during perceptual and memory tasks matched for stimulus and performance characteristics. By comparing patterns (...) of fMRI activity while subjects evaluated their performance, we revealed both domain-specific and domain-general metacognitive representations. Multivoxel activity patterns in anterior prefrontal cortex predicted levels of confidence in a domain-specific fashion, whereas domain-general signals predicting confidence and accuracy were found in a widespread network in the frontal and posterior midline. The demonstration of domain-specific metacognitive representations suggests the presence of a content-rich mechanism available to introspection and cognitive control. (shrink)

The compulsive habit model proposed by Everitt and Robbins has accumulated important empirical evidence. One of their proposals is the existence of an axis, on which each a person with a particular addiction can be located depending on the evolutionary moment of his/her addictive process. The objective of the present study is to contribute in addressing the identification of such axis, as few studies related to it have been published to date. To do so, the use/abuse of Information and Communication (...) Technologies (ICT) was quantified on an initial sample of 807 subjects. Questionnaires were also delivered to measure impulsivity, compulsivity and symptoms of prefrontal dysfunction. Evidence of the existence of the proposed axis was obtained by means of Machine Learning techniques, thus allowing the classification of each subject along the continuum. The present study provides preliminary evidence of the existence of the Impulsivity-Compulsivity axis, as well as an IT tool so that each patient that starts getting treatment for an addiction can be statistically classified as “impulsive” or “compulsive.” This would allow the matching of each person with the most appropriate treatment depending on his/her moment in the addiction/abuse process, thus facilitating the individualized design of each therapeutic process and a possible improvement of the results of the treatment. (shrink)

본 연구는 도덕 교과에서 통일세대를 위한 신뢰교육의 방향을 제시하기 위한 것이다. 통일세대란 통일을 준비‧성취하여 통일 이후 사회를 이끌어갈 세대로, 이들이 주역이 될 미래는 오늘날과는 매우 다른 사회가 될 것이다. 통일세대들에게는 다양한 지식과 능력이 요구되는데, 도덕교육 관점에서 다른 덕목들의 실천적 전제가 된다는 점에서 신뢰교육이 무엇보다 중요하다. 현재 도덕과 교육과정에서 신뢰를 본격적으로 다루고 있지는 않지만, 성실‧배려‧정의‧책임의 네 가지 도덕과의 핵심가치들과 포괄적으로 연관되고 있다. 신뢰를 본격적으로 다루지 않은 이유는 도덕적 실천에는 이미 신뢰가 전제되어 있다는 자명함 때문이다. 최근 신뢰교육이 부각되는 이유는 개인적‧사회적으로 불신이 팽배해지고, (...) ‘사회적 자본’으로서 신뢰가 주목받고 있기 때문이다. 신뢰는 내재적‧외재적‧방편적 신뢰로 구분할 수 있다. 내재적 신뢰는 개인의 양심과 도덕성에 의거한 신뢰이고, 외재적 신뢰는 관계에서 드러나는 신뢰의 태도와 자세이다. 방편적 신뢰는 상황에 따라 신뢰를 조절하는 방법으로서의 신뢰이다. 도덕교육에서 내재적 신뢰가 전제되어 외재적‧방편적 신뢰가 이루어지는 것이 바람직하지만, 복잡하고 다면적인 삶에서 대상에 대한 분석과 상황에 대한 비판적 사유를 통해 신뢰를 결정하지 않을 경우 오히려 비도덕적 결과를 초래할 수 있다. 따라서 신뢰에서 방편(方便)을 염두에 두지 않을 수 없으며, 이를 위해 사유 과정을 중시하는 어린이철학교육을 적용해보았다. 내용‧결과로서 ‘철학’보다 생각하는 활동‧과정으로서의 ‘철학함’을 중시하는 어린이철학의 접근은 방편적 신뢰교육에 의미가 있다. 신뢰교육을 실시하고자 할 때, 첫째, 인성교육과 시민성교육의 조화를 추구해야 하며, 둘째, 논리적 토론과 정서적 신념의 균형을 이루고자 하여야 하며, 셋째, 문제 중심적 접근을 통하여 다양한 신뢰에 대한 교육이 이루어져야 하는데, 그 과정에서 교사의 역할이 중요해진다. 본 연구에서는 신뢰교육의 방안을 간략하게 제시하였지만, 구체적인 방법들을 통한 후속연구들로 신뢰교육연구의 심화를 기대한다. (shrink)

본 논문은 현행 도덕과 논술교육의 문제점을 밝히는 가운데, 바람직한 도덕과 논술교육의 방향을 탐색하는 것이 목적이다. 우리나라의 논술교육은 입시 논술의 특징이 강하여 논술교육 원래의 취지에서 벗어나는 경향성이 있으며, 따라서 논술의 기본적 의미를 되살릴 필요성이 제기된다. 논술교육을 도덕과에 적용, 실시하는 데 있어서도 비슷한 문제점들이 제기되는 데, 이는 크게 세 가지로 요약할 수 있다. 첫째, 논술교육의 목적과 도덕과 교육의 목적에 대한 관련성이 명확히 해명되지 않은 상태에서, 논술적 사고가 협소한 의미의 도구적 기술로 제한되고 있다는 것이다. 즉, 입시 논술의 한계 속에서 비판성과 창의성이 합리화(rationalization)의 논변으로 (...) 도구화되면서, 논술교육이 삶을 진지하게 성찰하지 못하게 만든다는 것이다. 둘째, 논술수업은 논제를 설정하는 것이 중요한데, 도덕과 논술수업에서 도덕적 논제 설정의 어려움이 있다. 이것은 현행 도덕과 교과서가 도덕적 주제 중심의 이슈적 접근을 취하지 않고, 도덕적 가치나 덕목의 나열이나 윤리사상의 평면적 진술에 의존하기 때문이다. 셋째, 논술교육에서는 무엇보다 교사의 역할이 중요한 데, 즉 교사 스스로 비판적으로 삶을 성찰하고, 타인과 대화적으로 관계를 맺는 모범을 보일 수 있어야 하는데, 우리의 문화에서 교사들이 이를 훈련할 기회를 제대로 가져보지 못하고 있다는 것이다. 따라서, 이를 극복할 수 있는 도덕과 논술의 지혜가 필요한 데, 첫째, 도덕과 논술의 목적을 분명히 하는 가운데, 이를 도덕심리이론으로 정당화할 수 있어야 한다. 도덕과 논술의 목적은 도덕적 성찰을 통한 도덕적 삶으로의 변화가 되어야 할 것이며, 이는 도덕적 정체성 이론을 통해서 효과적으로 정당화될 수 있을 것이다. 둘째, 이러한 목적을 위해서 도덕과 논술은 삶의 구체적 맥락을 고려해야 한다. 맥락 속에서 도덕적 논제를 개발하고, 맥락을 고려하여 도덕적 문제의 해결을 지향하도록 해야 한다. 셋째, 도덕과 논술은 방법적 원리로 대화를 바탕으로 삼아야 한다. 도덕과 교사는 다양한 대화적 기법을 통해서 논술교육의 교수-학습을 이끌어나가야 하며, 이러한 훈련은 대화적 도덕 주체를 양성하는 데 일조해야 할 것이다. (shrink)

Studying the neural correlates of conscious awareness depends on a reliable comparison between activations associated with awareness and unawareness. One particularly difficult confound to remove is task performance capacity, i.e. the difference in performance between the conditions of interest. While ideally task performance capacity should be matched across different conditions, this is difficult to achieve experimentally. However, differences in performance could theoretically be corrected for mathematically. One such proposal is found in a recent paper by Lamy, Salti and Bar-Haim [Lamy (...) D, Salti M, Bar-Haim Y. Neural correlates of subjective awareness and unconscious processing: an ERP study. J Cognitive Neurosci 2009,21:1435-46], who put forward a corrective method for an electroencephalography experiment. We argue that their analysis is essentially grounded in a version of High Threshold Theory, which has been shown to be inferior in general to Signal Detection Theory. We show through a series of computer simulations that their correction method only partially removes the influence of perfor- mance capacity, which can yield misleading results. We present a mathematical correction method based on Signal Detection Theory that is theoretically capable of removing performance capacity confounds. We discuss the limitations of mathemati- cally correcting for performance capacity confounds in imaging studies and its impact for theories about consciousness. (shrink)

The assessment of a technology with such a huge societal impact as the Superphoenix project cannot be anything but a transdisciplinary and political event. This project of course is quite extraordinary, a case of Big Science and High Technology. The Superphoenix project belongs to the travaux publics, more particularly the grands travaux, those necessities of every state’s sovereignty and power. As such they represent greatness and even glory, they breathe a sense of mystery. But from the perspective of public disbelief (...) these cathedrals of modern times breathe nothing but deceit and thievery.The Superphoenix project is very specific. Nevertheless it suits well as an example of how new technologies should not be conceived and implemented: it functions as a bad example. Professor Hériard shows the tragedy of a socalled technology push: the development of a new technology pushed by preoccupied engineers and a single-minded interest group. It is evident that, for an innovation to be successful, should be implemented otherwise. The technology push option is very risky: the innovation threatens to fossilize even before functioning.According to Hériard, instead of the monologue of this technology push, a dialogue should take place: a debate on the various technical, economic, political and cultural dimensions of a technology, a debate in which professionals and the public should participate. The key concept in Hériard’s position is mediation: the necessity of the mediation of the various dimensions, technical and non-technical, within the process of technological innovation. Mediation: in French médiation, in German: Vermittlung.Dialogue and debate are the vehicles that transport this mediation. Dialogue and debate are indeed of great value in the best possible world of technology. The implementation of a new technology and even the conception itself, the technological idea, are of a social character, are societal phenomenona. The mediation of various dimensions however is not and cannot be proposed as a simple answer. This mediation confronts us with the problem of complexity, i.e, the complexity of the technological innovation itself, and the complexity of professional ethics.Hériard demonstrates with his case-study of the Superphoenix project the importance of mediation. I am supposed to criticize Hériard’s statements, but I prefer to stress that with regard to technology, with regard to the way we handle and evaluate technologies, we do indeed have to think in terms of mediation. With my remarks, I intend to elaborate a little bit on this mediation. I will try to give a sort of philosophical explanation of this concept. And perhaps professor Hériard doesn’t agree with the way I understand his intentions. In that case my remarks are perhaps part of a critical reflection after all. (shrink)

본 연구는 다가올 미래사회를 대비하여 도덕과 동양윤리교육에서 어떻게 대응해야 할지를 고등학교 ‘생활과 윤리’ 교과를 중심으로 논의한 것이다. 이미 시작된 제4차 산업혁명으로 인해 앞으로 사회 구조, 직업 체계, 삶과 가치관 등 모든 것들이 현재와는 다르게 전개될 것이다. 미래가 긍정적 혹은 부정적으로 될지는 인간에게 달렸고, 이는 결국 교육의 몫이다. 고등학교 ‘생활과 윤리’는 사회탐구 영역 중 학생들의 선택 비율이 가장 높을 뿐만 아니라 다가올 미래사회에 요구되는 적응력, 상호성, 주체성을 함양할 수 있는 교과로 경쟁력이 높다. 특히 단순 지식이 아니라 윤리적 탐구와 윤리적 성찰을 바탕으로 (...) 현대 윤리 문제와 쟁점을 응용윤리로 융합한 성격으로 미래 대비를 위해 필수적인 교과이다. ‘생활과 윤리’는 역사적으로 ‘시민 윤리’, ‘현대 생활과 윤리’를 토대로 하며, 교육과정 개정 당시 ‘전통 윤리’ 교과의 내용 요소를 흡수·통합하기로 하여 응용윤리 중심으로 개설된 교과이다. 그러나 현재 이러한 통합의 원칙은 찾아보기 어렵고, 동양윤리 내용이 점점 축소되어 아주 핵심적인 내용 요소마저도 포함하지 못하고 있다. 다가올 사회를 책임질 미래세대에게는 다양한 능력이 요구되는데, 집단 학습을 위한 자아 성찰과 협력적 상호관계를 가능하게 하는 도덕적 능력의 함양을 위해 동양윤리 내용을 보완할 필요가 있다. 2015 개정 교육과정에서는 동양윤리 요소들이 포함되기는 하였지만 여전히 부족한 편이다. ‘생활과 윤리’에서 동양윤리는 윤리 쟁점에 대한 동양적 대안을 탐색하고, 윤리적 성찰을 통하여 윤리적 탐구와의 균형을 모색하며 그 역할과 과제를 새롭게 정립해야 할 것이다. 이를 위해 동양윤리 전공자들은 학생들에게 교육해야 할 핵심 개념과 내용 요소를 추출하고, 현대 윤리 문제에 대한 동양 윤리적 대안 연구 결과들을 반영하여 차기 교육과정에 대비할 필요가 있다. (shrink)

오늘날 대한민국 교육의 주요 키워드 중 하나는 인성 교육이다. 대다수의 국민들은 인성 교육이 그 어느 때보다 중요하며, 학교 교육에서 인성 교육을 더욱 강화해야 한다는 의견들을 보여 주고 있다. 대한민국 정부도 인성 교육 관련 계획을 지속적으로 수립하여 시행하고 있다. 특히 도덕 교과는 ‘2009 개정 교육과정’에서 인성 교육의 주관 교과이며 중핵 교과로서의 역할을 담당한다고 천명하였다. 지금까지 도덕 교과에서는 도덕 사회화 접근, 인지 발달 접근, 덕 윤리적 접근, 통합적 접근 등 다양한 접근을 활용하여 인성 교육을 실시해왔다. 이러한 접근들은 인성 교육에 긍정적 효과를 주기도 (...) 하였지만, 각기 그 나름대로의 한계를 보여주기도 하였다. 반면에 막스 셸러(Max Scheler)의 인격주의 윤리학은 도덕 교과에서 이루어지고 있는 인성 교육의 한계를 극복하는 데 일정한 시사점을 제공해 줄 수 있을 것으로 기대된다. 따라서 본고에서는 막스 셸러의 인격주의 윤리학이 중등 도덕과 인성 교육에 줄 수 있는 함의를 찾아보고자 한다. (shrink)

The requirement that moral theories be usable for making decisions runs afoul of the fact that decision makers often lack sufficient information about their options to derive any accurate prescriptions from the standard theories. Many theorists attempt to solve this problem by adopting subjective moral theories—ones that ground obligations on the agent’s beliefs about the features of her options, rather than on the options’ actual features. I argue that subjective deontological theories suffer a fatal flaw, since they cannot (...) appropriately require agents to gather information before acting. (shrink)

본 논문은 학교폭력의 원인을 학교 현장에서 도덕과교육의 존재 망각에서 찾고, 도덕과교육의 개선 및 강화가 그 해결책임을 주장한다. 학교폭력의 원인에 대해서는 다양한 진단이 가능하다. 하지만 학교폭력의 가장 기본적이고 본질적인 원인은 가해학생의 도덕성의 문제다. 폭력이라는 비도덕적 행위에 대한 가해학생의 도덕적 무관심 및 무감각, 도덕적 무지 및 의지박약이 일차적 원인이다. 이러한 학교폭력의 일차적이고 기본적인 그리고 본질적인 원인을 제거하지 않고서 다시 말해서 가해학생의 도덕성을 개선하려는 노력을 하지지 않고서 다른 해결책을 제시하는 것은 사상누각에 불과하다. 그럼에도 불구하고 현재 학교폭력을 둘러싼 수많은 교육적 담론 속에는 도덕(성), 도덕교육, (...) 도덕과교육에 대한 언급을 찾아볼 수 없다. 본 논문은 그 존재 망각의 역사적 경로를 추적하여 존재 복원을 위한 단초를 제공하고자 한다. (shrink)

Consciousness and confidence seem intimately related. Accordingly, some researchers use confidence ratings as a measure of, or proxy for, consciousness. Rosenthal discusses the potential connections between the two, and rejects confidence as a valid measure of consciousness. He argues that there are better alternatives to get at conscious experiences such as direct subjective reports of awareness (i.e. subjects’ reports of perceiving something or of the degree of visibility of a stimulus). In this chapter, we offer a different perspective. Confidence ratings (...) in general, and metacognitive measures in particular, may offer important advantages over subjective ratings. The arguments we offer here are supported by empirical, practical and socio-strategic considerations. However, we do not suggest consciousness and confidence are interchangeable. We recognize the limitations of confidence ratings in some experimental designs and for some research questions. Nevertheless, we also address a potential conceptual link between consciousness and confidence that stems from Rosenthal’s very own work on mental quality space theory. (shrink)

To find the neural substrates of consciousness, researchers compare subjects’ neural activity when they are aware of stimuli against neural activity when they are not aware. Ideally, to guarantee that the neural substrates of consciousness—and nothing but the neural substrates of consciousness—are isolated, the only difference between these two contrast conditions should be conscious awareness. Nevertheless, in practice, it is quite challenging to eliminate confounds and irrelevant differences between conscious and unconscious conditions. In particular, there is an often-neglected confound that (...) is crucial to eliminate from neuroimaging studies: task performance. Unless subjects’ task performance is matched (and hence perceptual signal processing is matched), researchers risk finding the neural correlates of perception, rather than conscious perception. Here, we discuss the theoretical motivations for the performance matching framework and review empirical demonstrations of, and theoretical inferences derived from, obtaining differences in consciousness while controlling for task performance. We summarize signal detection theoretic modeling frameworks that explain how it is that we can derive performance-matched differences in consciousness without the effect being trivially driven by differences in criterion setting, and also provide principles for designing experimental paradigms that yield performance-matched differences in awareness. Finally, we address potential technical and theoretical issues that stem from matching performance across conditions of awareness, and we introduce the notion of “triangulation” for designing comprehensive experimental sets that can better reveal the neural substrates of consciousness. (shrink)

Teaching mathematics and improving mathematics competence are pending subjects within our educational system. The PEIM (Programa Evolutivo Instruccional para Matemáticas), a constructivist intervention program for the improvement of mathematical performance, affects the different agents involved in math learning, guaranteeing a significant improvement in students’ performance. The program is based on the following pillars: (a) students become the main agents of their learning by constructing their own knowledge; (b) the teacher must be the guide to facilitate and guarantee such a construction (...) by being a great connoisseur of the fundamental aspects of the development of the child’s mathematical thinking; (c) the mathematical contents must be sequenced in terms of the complexity and significance for the student as well as contextualized at all times; and (d) the classroom must have a constructivist climate highlighting cooperative work among students. The implementation of PEIM along with the empirical evaluation conducted in several centers in Madrid and Zaragoza (Spain) confirm how students improve their mathematical competence. Both first- and second-grade students in elementary education were far more effective in solving problems, highlighting the use of more advanced strategies in their resolution and a lower incidence of conceptual errors. Moreover, it was possible to verify how the students proving greater difficulty, experienced an evolution in learning similarly to those who did not present it. The program provides customized education to allow the teacher to know at all times how he should be more influential on the students’ learning through mathematical profiles. Both teaching practice and teachers were observed, being that of the experimental group more prone to analyzing processes and allowing the construction of knowledge by students, due to their psycho-developmental training. As a result, we found several improvements through the implementation of the program that may serve, for upcoming years, as a basis for the necessary changes in the teaching of mathematics. (shrink)