Human extinction is something generally deemed as undesirable, although some scholars view it as a potential solution to the problems of the Earth since it would reduce the moral evil and the suffering that are brought about by humans. We contend that humans collectively have absolute intrinsic value as sentient, conscious and rational entities, and we should preserve them from extinction. However, severe threats, such as climate change and incurable viruses, might push humanity to the brink of (...) class='Hi'>extinction. Should that occur, it might be useful to envision a successor to humans able to preserve and hand down its value. One option would be to resort to humanoid robots that reproduce our salient characteristics by imitation, thanks to AI powered by machine learning. However, the question would arise of how to select the characteristics needed for our successors to thrive. This could prove to be particularly challenging. A way out might come from an algorithm entrusted with this choice. In fact, an algorithmic selection both at the social and at the individual level could be a preferred choice than other traditional ways of making decisions. In this sense, reflecting on human extinction helps us to identify solutions that are also suitable for the problems we face today. (shrink)

In this paper, I present a sample spiritual exercise—a contemporary form of the written practice that ancient philosophers used to shape their characters. The exercise, which develops the ancient practice of the examination of conscience, is on the sixth mass extinction and seeks to understand why the extinction appears as a moral wrong. It concludes by finding a vice in the moral character of the author and the author’s society. From a methodological standpoint, the purpose of spiritual exercises (...) is to create a habit of thoughtfulness in the writer, and by way of teaching, to suggest one to the reader. Such a habit is important, at least, because virtue is a habit. In other words, there can be no learning of virtue itself without habituation into it. Accordingly, I frame the sample spiritual exercise with a deliberately controversial objection to contemporary academic virtue ethics and with a justification for why the spiritual exercise is important for taking virtue ethically. And I end the paper with some further remarks explaining the form of the exercise and its relevance to doing philosophy. In this way, the paper makes and illustrates a methodological point about virtue ethics based on a meta-ethical assumption about virtue as a habit, and it does this by focusing on a pressing environmental problem in the twenty-first century. (shrink)

In an effort to inform the discussion surrounding existential risks from AI, we formulate Extinction-level Goodhart’s Law as “Virtually any goal specification, pursued to the extreme, will result in the extinction of humanity”, and we aim to understand which formal models are suitable for investigating this hypothesis. Note that we remain agnostic as to whether Extinction-level Goodhart’s Law holds or not. As our key contribution, we identify a set of conditions that are necessary for a model that (...) aims to be informative for evaluating specific arguments for Extinction-level Goodhart’s Law. Since each of the conditions seems to significantly contribute to the complexity of the resulting model, formally evaluating the hypothesis might be exceedingly difficult. This raises the possibility that whether the risk of extinction from artificial intelligence is real or not, the underlying dynamics might be invisible to current scientific methods. (shrink)

In the midst of only the 6th mass extinction in the Earth's history, we must rethink how we teach evolution to prevent natural selection from being incorrectly used as a biological justification for inaction in the face of today's human‐caused mass extinction crisis. Pundits, policy makers, and the general public regularly identify the extinction of endangered species as natural selection at work, rather than attributing modern‐day extinction to the sudden catastrophic bad luck of human caused environmental (...) change, a phenomenon distinct from natural selection. In this natural selection framing, the inability of species to survive in human altered environments is the normal progression of “survival of the fittest” and conservation measures designed to protect species is human interference with natural selection. Paradoxically, this erroneous framing of extinction as the normal course of natural selection ignores humanity's exceptional role in causing today's mass extinction crisis. Our examination of this issue in U.S. college students indicates that it arises from misunderstanding the role of extinction in the history of life, leading us to recommend a greater teaching emphasis on the distinction between extinction and natural selection, and on past mass extinction events. Also see the video abstract here https://youtu.be/29VRyirMdiw. (shrink)

Two experiments were conducted to examine whether the resistance to extinction obtained in evaluative conditioning (EC) studies implies that EC is a qualitatively distinct form of classical conditioning (Baeyens, Eelen, & Crombez, 1995 Baeyens, F, Eelen, P, and Crombez, G, (1995a). Pavlovian associations are forever: On classical conditioning and extinction, Journal of Psychophysiology 9 ((1995a)), pp. 127–141.[Web of Science ®], [Google Scholar]a) or whether it is the result of an nonassociative artefact (Field & Davey, 1997 Field, AP, and (...) Davey, GCL, (1997). Conceptual conditioning: Evidence for an artifactual account of evaluative learning, Learning and Motivation 25 ((1997)), pp. 446–464.[Crossref], [Web of Science ®], [Google Scholar], 1998 Field, AP, and Davey, GCL, (1998). Evaluative conditioning: Arti‐fact or ‐fiction?‐ A reply to Baeyens, De Houwer, Vansteenwegen, and Eelen (1998), Learning and Motivation 29 ((1998)), pp. 475–491.[Crossref], [Web of Science ®], [Google Scholar], 1999 Field, AP, and Davey, GCL, (1999). Reevaluating evaluative conditioning: A nonassociative explanation of conditioning effects in the visual evaluative conditioning paradigm, Journal of Experimental Psychology: Animal Behavior Processes 25 ((1999)), pp. 211–224.[Crossref], [PubMed], [Web of Science ®], [Google Scholar]). Both experiments included between‐subjects control groups in addition to standard within‐subjects control conditions. In Experiment 1, only verbal ratings were measured in order to evaluate the effect of postacquisition CS‐only exposures on EC whereas in Experiment 2, verbal ratings and postextinction priming effects were measured. The results showed that the EC effects are demonstrable in a between‐subjects design and that the extinction procedure did not have any influence on the acquired evaluative value of CSs regardless of whether the verbal ratings or the priming effects were used as dependent variables. The present results provide evidence that EC is resistant to extinction and suggest an interpretation of EC as a qualitatively distinct form of associative learning. (shrink)

Did the God of the Bible create a Darwinian world in which violence and suffering (disvalue) are the means by which the good (value) is realized? This is Christopher Southgate's insightful and dramatic formulation of the theodicy problem. In addressing this problem, the Exeter theologian rightly invokes the Theology of the Cross in its second manifestation, that is, we learn from the cross of Jesus Christ that God is present to nonhuman as well as human victims of predation and (...) class='Hi'>extinction. God co‐suffers with creatures in their despair, abandonment, physical suffering, and death. What I will add with more force than Southgate is this: the Easter resurrection is a prolepsis of the eschatological new creation, and it is God's new creation which retroactively determines past creation. Although this does not eliminate the theodicy question, it lessens its moral sting. (shrink)

ISBN 9042002581 (paperback) NLG 27.00 This book dramatically redefines education by critically examining four models of dynamism provided by Nietzsche, Whitehead, Dewey, and Freire. It makes in impassioned case for the spontaneity and receptivity of all participants in the continuum of teaching and learning. This call to arms demands creativity in the dynamic integration of difference in dialogue.

Evaluative conditioning (EC) is one of the terms that is used to refer to associatively induced changes in liking. Many controversies have arisen in the literature on EC. Do associatively induced changes in liking actually exist? Does EC depend on awareness of the fact that stimuli are associated? Is EC resistant to extinction? Does attention help or hinder EC? As an introduction to this special issue, we will discuss the extent to which the papers that are published in this (...) issue help to resolve some of the controversies that surround EC. We also speculate about possible boundary conditions of EC and attempt to reconcile conflicting results on the functional properties of EC. (shrink)

Evaluative conditioning (EC) is one of the terms that is used to refer to associatively induced changes in liking. Many controversies have arisen in the literature on EC. Do associatively induced changes in liking actually exist? Does EC depend on awareness of the fact that stimuli are associated? Is EC resistant to extinction? Does attention help or hinder EC? As an introduction to this special issue, we will discuss the extent to which the papers that are published in this (...) issue help to resolve some of the controversies that surround EC. We also speculate about possible boundary conditions of EC and attempt to reconcile conflicting results on the functional properties of EC. (shrink)

This paper investigates the philosophical characteristics of Songdang Park Yeong, who was an early Dohak scholar in the Joseon Dynasty and played a huge role in making the school of Neo-Confucianism in the regions along the Nakdong River. Park Yeong and his Neo-Confucianism has not been paid much attention to until recently. Significant studies on the school in Neo-Confucianism in the regions along the Nakdong River have been published lately, but research on Park Yeong remains as rare as before. He (...) has not been well known to the philosophical public, though he had made a considerable contribution to the development of Neo-Confucianism in Joseon Dynasty in the early-to-mid 16th century. To find out the reasons for this low recognition of his contributions, we tried to show his integrated studies which were conducted in his lifetime with talents for both pen and sword and the ability to solve real-life problems. By investigating Baekrokdonggyuhae and Daehakdo among his present writings, we found that Park Yeong's Neo-Confucianism had the characteristics of being practice-orientated as well as having a special emphasis on self-acceptance and mind. Though Park Yeong's Neo-Confucianism was stigmatized as unorthodox by Yi Hwang and Yi Yi, two influential junior scholars, their criticism seemed to be unfair and improper, for it was derived from a prejudice against their military backgrounds and not with each other. Due to their stigmatic criticism, Park Yeong's well-informed Confucian-oriented learning and practice has been underestimate Songdang Park Yeong had become a Dohak scholar with a military background. He, who was free from social identity restrictions, had learned medicine and six arts and had taken care of people at risk in advance. He carried out his function faithfully to pass the teachings of the sages on to the next generation in the period of the extinction of Sahrim. Park Yeong's learning and practice had included Munmugyeomjeon, Silhak activity, excellent educational performance, achieving his purpose at the risk of his life, which is worth investigating considering the aspects of the various developments of Neo-Confucianism in Joseon Dynasty in a permissive way. (shrink)

This paper examines expressed hopelessness among environmental activists in Extinction Rebellion. While activists claim that they have lost all hope for a future without global warming and species extinction, through despair emerges a new hope for saving what can still be saved—a hope for what is left. This radical hope, emerging from despair, may make Extinction Rebellion even more effective. Drawing from personal interviews with 25 Extinction Rebellion activists in the United Kingdom and the published work (...) of other Extinction Rebellion activists, this paper identifies signs of radical hope. While activists have cast off false hope and passive hope, a new hope for what is still possible remains. This hope is based on virtue ethics: doing what is right in the moment, rather than being attached to a desired outcome. This drives forward activism despite the results. Through their principle of regenerative culture, Extinction Rebellion activists learn to support each other and be prepared for a more turbulent and challenging future. Through a regenerative culture they can salvage and repair what is left and sustain radical hope. (shrink)

In this third paper in a series of four, we explore some ways of doing education differently. An education that moves beyond the persistent failures and irredeemable injustices of modern mass schooling episteme. The episteme for education we adumbrate – an episteme of life continuance – begins with a recognition of interdependency and the value of diversity, diverse knowledges and relations of tolerance. We propose an escape from the extinction ethics which modern schools perpetuate and a new grammar of (...) living in which education and politics are processes of re-learning, co-learning, decision taking, limit testing, and conflict resolution in relation to an uncertain future. To achieve this, we outline a set of open and ‘unplanned’ commoning activities that would take place within local social infrastructures focused on re-politising learning itself and practicing the care of oneself, others, community and the environment. The proposal for a different education as common(ing) activities undertaken within social infrastructures, is about reimagining political and environmental relations, and co-creating a sense of collective ownership of and responsibility for the environment. A form of community that it is practical, rather than utopian, and that would be both the means and ends for such an education. (shrink)