The third volume of the _Adagia_ (Proverbs) of the Amsterdam edition of the Latin texts of Erasmus gives an introduction in German and a critical edition of the Latin text of the first half of the second thousand _Adages_.

We investigated the impact of attention during encoding on later retrieval. During study, participants read some words aloud and named the print color of other words aloud . Then one of two memory tests was administered. The explicit test—recognition—required conscious recollection of whether a word was studied. Previously read words were recognized more accurately than were previously color named words. This contrasted sharply with performance on the implicit test—repetition priming in lexical decision. Here, words that were color named during study (...) showed priming equivalent to words that were read during study; both were responded to faster than unstudied words. Thus, an attentional manipulation during study had a strong effect on an explicit test of memory, but almost no effect on an implicit test. Focal attention during study is crucial for remembering consciously but not necessarily for remembering without awareness. (shrink)

The third volume of the Adagia of the Amsterdam edition of the Latin texts of Erasmus gives an introduction in German and a critical edition of the Latin text of the first half of the second thousand Adages.

This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

This paper is an update of the documents we have concerning the Acts of the Christian martyrs, focused on three main aspects: 1) the kind of acts we know of and their classification from the point of view of their historic value; 2) the versions or editions of the texts that are most accepted by scholars; 3) the relevance of the different parts that make up these documents in order to discern the original text from passages that were rewritten or (...) underwent later variations. In this way, the article offers an exhaustive list of the documents for use in researching Christian martyrs in the Roman period. (shrink)

In recent literature, panpsychism has been defended by appeal to two main arguments: first, an argument from philosophy of mind, according to which panpsychism is the only view which successfully integrates consciousness into the physical world (Strawson 2006; Chalmers 2013); second, an argument from categorical properties, according to which panpsychism offers the only positive account of the categorical or intrinsic nature of physical reality (Seager 2006; Adams 2007; Alter and Nagasawa 2012). Historically, however, panpsychism has also been defended by appeal (...) to a third argument based on considerations about the nature and observability of causation. This argument has not been much discussed in recent times. Here is a concise version from William James: "… the concrete perceptual flux, taken just as it comes, offers in our own activity-situations perfectly comprehensible instances of causal agency … If we took these experiences as the type of what actual causation is, we should have to ascribe to cases of causation outside of our life, to physical cases also, an inwardly experiential nature. In other words, we should have to espouse a so-called “pan-psychic” philosophy" (James 1911: 218). James here suggests that we have direct experience of causation in our own agency. He thereby directly contradicts David Hume, who famously denied that we have any experience of causation. James goes on to claim that if this experience is representative of causation in general, it follows that all causation is mental, and that panpsychism is true. This kind of argument for panpsychism can be called the argument from (experience of) causation. This chapter offers, first, a history of this argument and arguments closely related to it, and second, an analysis of the argument – is it valid, are its premises in any way defensible, and how does it relate to the other, more popular arguments for panpsychism from philosophy of mind and categorical properties? (shrink)

Human relations are driven by social events—people interact, exchange information, share knowledge and emotions, and gather news from mass media. These events leave traces in human memory, the strength of which depends on cognitive factors such as emotions or attention span. Each trace continuously weakens over time unless another related event activity strengthens it. Here, we introduce a novel cognition-driven social network model that accounts for cognitive aspects of social perception. The model explicitly represents each social interaction as a trace (...) in human memory with its corresponding dynamics. The strength of the trace is the only measure of the influence that the interactions had on a person. For validation, we apply our model to NetSense data on social interactions among university students. The results show that CogSNet significantly improves the quality of modeling of human interactions in social networks. (shrink)

Ibn al-ʻArabī, 1165-1240; views on freedom; Sufism; Islamic philosophy.

Nowadays ethics plays a vital role in numerous professions. Due to social requirements and technical advances, changes in the accreditation rules in legal, economic, medical and engineering education have emerged in many countries, often requiring the inclusion of an ethics requirement in such professional programmes. In this work, the authors demonstrate that such changes are absolutely necessary in the legal profession in Lithuania. Specifically, the record low level of prestige of the judiciary and lawyers in the Lithuanian society and the (...) fact that lawyers are often accused of legal nihilism, clannish behaviour, and protectionism, demand that legal ethics assumes a far greater role in Lithuanian legal education. It is necessary to stress that the topic of lawyers’ ethical violations and the consequences of such violations is discussed in the society in only in a fragmentary, and not transparent manner; moreover, the significance of ethics in the education and training of lawyers has not been properly evaluated either. Especially having in mind Lithuania’s Soviet heritage (during most of the Communist era there was almost no education on those issues), it becomes obvious that legal ethics must be continuously stressed in the legal profession’s education and development. The importance and relevance of this topic is primarily determined by the current evaluation of lawyers in Lithuania, which shows that lawyers do not fulfil the expectations of the society. This raises a question whether law graduates indeed acquire this system of ethical values as part of the process of obtaining the knowledge and skills that are necessary for a modern lawyer. While analysing the Lithuanian legal documents governing the requirements for legal studies, it has been noticed that a course in legal ethics or lawyer’s professional responsibility is not compulsory either in the qualification requirements for judges, or in the Ruling of the Constitutional Court of 20 February 2008 on legal education for those who want to assume the position of a judge according to the order of law. In the description of legal study programmes, courses on professional ethics are designated as an optional non-legal subject, which is quite different from the legal education systems of other countries, where this type of course is compulsory for future lawyers. Even if this course is taught at Lithuanian higher education establishments, it is limited to the analysis of cases and legal regulation. Insufficient attention to this issue obviously creates the erroneous impression that it is of secondary importance for a lawyer. It should be noted that legal ethical standards, the development of lawyers’ value systems and other problematic questions related to legal ethics have not attracted attention of the Lithuanian scholars either. Therefore, this is a question of the utmost importance for legal education and requires additional research. In global educational and other academic literature, much is being discussed about the methods of teaching ethics, and the place of ethical subjects in study programmes and assessment. It is well worth supporting the research on the development of lawyers’ value systems, in that the lack of such values may influence the evaluation of the practicing lawyers’ satisfaction with their job, self-confidence and belief in the importance of their profession. Obtaining social-ethical attitudes and perspectives helps future lawyers gain more trust in their professional identity and the correctness of their professional work. The main conclusions drawn from the research are the following: (1) the university can and needs to contribute to the development of students’ value systems and this is one of the most important content requirements within the legal study programmes; (2) while teaching ethics, the primary focus must be not on the legal acts regulating ethics, which are changing over time, but on the aim of helping that students themselves have an increased sense of selfawareness and sensitivity to ethical issues in law practice, recognise and understand ethical dilemmas arising in the law, recognise the dominant attitudes in the society towards the role of a lawyer and motivate them to reconsider and discuss the value bases of such attitudes and their change; (3) a course on legal ethics – no matter how perfect it would be – is not the only way to develop a personal value system. In this context, the importance of liberal arts education should be accentuated. Given the research conducted, there is a clear link between the development of moral awareness and the person’s education in general. (shrink)

Greek text, english translation and commentary on the surviving fragments of Empedocles (fragments as known in 1981, does not include more recent finds).

Stanisław Głąbiński (1862–1941) professor at the Lvov University, the author of a two volume work entitled „National economics” is a representative of the historical-national trend in Polish economics. The subject matter of his concept of national economics is the national economy which is a higher rank entity, encompassing all economic entities in the country that are related materially and spiritually. Bonds that link individuals into a higher rank entity, i.e. a nation, are reflected in the term ‘social resources’. Głąbiński understands (...) them as moral and material heritage of past generations that influences attitudes of the contemporary generation. He divides them into moral and material resources, and especially emphasizes the importance of the former ones. In the concept of moral resources, Głąbiński included his claims concerning the whole socio-ethical conditions of economic processes. He appreciated the influence exerted by the changes in the ethical viewpoint of the society on the economic activity as well as on the shaping of the sense of duty towards the whole society. Special emphasis placed in Głąbiński’s economic theory on the role of ethical motives undoubtedly springs from the influence exerted by the German historical school and, in particular, by Bruno Hildebrand. It also is a result of the effect of Polish economic thought including in particular the views of Fryderyk Skarbek and Józef Supiński. According to Głąbiński, the most important constituent element of material resources was finance, understood by him as stocks of economic goods. (shrink)

Contrary to Vaesen's argument that humans are unique with respect to nine cognitive capacities essential for tool use, we suggest that although such cognitive processes contribute to variation in tool use, it does not follow that these capacities arenecessaryfor tool use, nor that tool use shaped cognition per se, given the available data in cognitive neuroscience and behavioral biology.

Threshold- and signal-detection-based models have dominated theorizing about recognition memory. Building upon these theoretical frameworks, we have argued for a dual-process model in which conscious recollection and familiarity contribute to memory performance. In the current paper we assessed several memory models by examining the effects of levels of processing and the number of presentations on recognition memory receiver operating characteristics . In general, when the ROCs were plotted in probability space they exhibited an inverted U shape; however, when they were (...) plotted inzspace they exhibited a U shape. An examination of the ROCs showed that the dual-process model could account for the observed ROCs, but that models based solely on either threshold or signal-detection processes failed to provide a sufficient account of the data. Furthermore, an examination of subjects' introspective reports using the remember/know procedure showed that subjects were aware of recollection and familiarity and were able to consistently report on their occurrence. The remember/know data were used to accurately predict the shapes of the ROCs, and estimates of recollection and familiarity derived from the ROC data mirrored the subjective reports of these processes. (shrink)

The functions of new metaphors in early tantric Buddhism are analysed in the paper. Two models of religious practice are concerned. According to both of them, the goal of tantric practice is permanent modification of the practitioner’s cognitive activity. That modification can be understood as willingness to implement particular metaphors spontaneously into the process of perceptive data interpretation. Those metaphorical concepts are closely related to the conception of Buddha nature. Religious practice of Vajrayâna can be seen as striving for experiential (...) substantiation for the main of those metaphors (mind is mandala). Special act of visualization in ritual context is expected to be such substantiation. Six types of metaphors important in the soteriology of the early Vajrayâna can be distinguished. All of them are discussed in the paper. (shrink)

In our daily life we develop habits that, being constantly practiced, become part of who we are. Two areas in which we develop habits are the evaluation of sources of food, and the evaluation of sources of happiness. It is my contention that the habits developed in those areas could affect one another. Thus, acquiring good habits in one area is of utmost importance to develop the other one. Conversely, if we develop the bad habit of picky eating this will (...) have as one of its outcomes the development of a bad habit that restricts our openness to rmding avenues for happiness. In order to show how the two habits affect one another, I will use Aristotle's theory of habit as developed in his Nicomachean Ethics. (shrink)

Journal of Philosophy of Education, Volume 56, Issue 1, Page 94-104, February 2022.

Henryk Kamieński (1813–1866), a philosopher, economist, and theorist of struggle for national independence, idealized petty ownership as the most appropriate form of ownership both in ethical and economic aspects. He analyzed the problem on three levels. In his proposals for a specific solution of the agrarian question, presented in the Warsaw periodicals, Kamieński supported the introduction of agricultural rent paid by peasants and the abolishment of serfdom. Calling serfdom a land usury had an ethical implication. In the protection of the (...) manor over peasants Kamieński sees the desire of manor owners to hold the victims of this usury in their hands. Replacement of serfdom with an agricultural rent was for him the first step in granting landownership to peasants. Kamieński emphasizes that petty ownership is conducive to production growth. He believes that the spread of it is an opportunity for peasants to heighten their national consciousness and a chance of civilized advancement of Polish territories. This line of thinking is clearly evident in his studies published abroad, devoted to the conception of combining a national uprising with granting freehold to peasants. Kamieński also discusses the values of petty ownership in agriculture in his theoretical work Filozofia ekonomii materialnej ludzkiego społeczeństwa [Philosophy of material economics of human society], in which he presents his vision of a system of social justice. For him, petty ownership is a guarantee of respect for human rights, the most effective safeguard of preserving the autonomy of human individual. In this reasoning we could see certain elements of personalism, which brings Kamieński’s standpoint closer to that of Pope John Paul II. (shrink)

Stanisław Głąbiński (1862–1941), economist and politician, and one of the main representatives of the historical trend, sought to develop the national school in the Polish economy. The nation and national idea were to become its starting point. By ‘people’ he meant the population in the political sense, i.e. the whole of society within the state, including the factions and national minorities. The subject of national economics is the national or social economy. It is the total unit of a higher order, (...) including all the households in the country linked by ties of mutual dependence, both material and spiritual. Its purpose and subject is the society, the nation. Therefore, national economics is a social science. Production is characterized by a social dimension, its size determined by both economic and non-economic factors as well as moral and ethical ones. These two aspects are characteristic of the two categories associated with it, i.e. the social resources and factors of production. The category of social resources is similar to Frederick List’s concept of productive forces, meaning the production capacity of the nation, the power of producing wealth. Głąbiński divides them into moral and material resources, attaching more importance to the moral resources. They are the fullest expression of the nation’s culture condition, the nation’s moral level and they also provide stable social bonds. The concept of moral resources involves two production factors: entrepreneurship as well as knowledge and work. The material resources represent the earth (nature) and capital. (shrink)

The 1840s brought a certain revival both in intellectual life and efforts to modernize agriculture in the Kingdom of Poland. Count Andrzej Zamoyski (1800–1874) played an inspiring role here. In all his properties replaced feudal service by rents. Moreover, even though the villein system was still in place, he was a spokesman for a transition to this more modern form of managing for the totality of the landed gentry. On his initiative, the periodical “Roczniki Gospodarstwa Krajowego” (“Polish Farming Annual”) came (...) out. “Roczniki” brought in representatives of the Kingdom’s landed gentry supporting actions aimed at economic development and the promotion of civilization, soon to be called organic work. Representatives of the landowning party supporting the idea of organic work were popularly called “klemensowczycy”, because of their participation in conventions held in Andrzej Zamoyski’s estate in the village of Klemensów. The leader of the “klemensowczycy” blazed a trail for Poland’s progress of civilization, where he was characterized by Occidentalism, understood as referring to historical experiences of the Western world. (shrink)

Stanisław Głąbiński (1862-1941), professor of Lviv University and the author of the two-volume ‘National Economics (‘Ekonomika narodowa’), was one of the main representatives of the historical-national approach in Polish economics. The study of national economics which he created was divided into general economics, i.e. economic theory, and practical economics, referred to as economic and social policies. Głąbiński emphasizes that there is a close relationship between the latter and ethics. Before the development of economic theory, economic thought was normative, because of (...) its close relationship to ethics. However, it was not the history of economic theory, but the history of the notion of economic politics and of its practical application. Due to the social nature of ethics, there are also specific relations between it and theoretical economics. In modern countries finding a solution to the so-called social question has become a common task of economics and ethics. Ethical topics are also contained in the content of the category ‘social resources’, in which the social determinants of human economic activity find their fullest reflection. This applies in particular to the category of moral resources, which illustrates the functioning of state bodies and public institutions, the state of education, the prevailing habits and the customs and the character of the nation. (shrink)

The story of the binding of Isaac, also known as the akedah, has been the subject of many important philosophical commentaries and discussions. One of these is Kierkegaard’s Fear and Trembling, first published in 1843. Comparing Kierkegaard’s characterization of Abraham as the paradigm of the knight of faith with the character of Iphigenia from Euripides’s Iphigenia at Aulis, it becomes apparent that Iphigenia exhibits characteristics that make her fit the same paradigm. In order to account for the behavior of both (...) Abraham and Iphigenia, I use Aristotle’s notion of ἕξις as it appears in Nicomachean Ethics II.5. (shrink)

The paper concerns conception of law presented in Hobbes’ Leviathan. The author argues that for Hobbes the ultimate source of the binding force of law is the sovereign’s will, and reasons for that are „technical”. The sovereign creates laws, because he is a representative of the estate which is the real author of the law. However, the existence of the state is dependent on its members’ will expressed in the social contract which Hobbes describes in terms of laws. The contract, (...) however, needs background norms to bind its parties. Thus the social contract also cannot be the basis of normativity of the law, although it could be the cause of its being in force. Instead. the source of the binding force of the law is, on Hobbes’ view, the law of nature. This law is unchangeable, eternal, autonomous, and rationally knowable. (shrink)

De-Kanting Rawls: evolutionary justifcation of the theory of justice by Ken Binmore: The article discusses the criticism of John Rawls’s theory of justice formulated by Ken Binmore. Binmore criticizes Rawls in his work for inadequate justifcation of fairness norms. In his opinion, their proper justifcation requires the rejection of Kant’s “metaphysics” in favor of Hume’s empiricism. To explain how fairness norms actually work, one must frst provide a convincing account of evolutionary processes that could lead to such norms being encoded (...) in our genome. Secondly, it should be explained how this biological mechanism interacts with our cultural heritage and generates a selection of balance points in games that describe our social interactions. (shrink)