This volume, first published in 2004, offers an interesting perspective on the discussion of weapons of mass destruction by broadening the terms of the debate to include both secular and religious investigations not normally considered. The volume contains a structured dialogue between representatives of the following ethical traditions: Buddhism, Christianity, Confucianism, feminism, Hinduism, Islam, Judaism, liberalism, natural law, pacifism, and realism. There are two introductory chapters on the technical aspects of WMD and international agreements for controlling WMD. A (...) concluding essay compares the different ethical traditions. All the authors address the same set of moral issues and this creates a dialogue both within and across traditions. The debate structure is particularly useful and appealing for pedagogical purposes. The introductory essays on the technical and legal aspects of WMD could easily be used to introduce the subject to students. (shrink)

This article reports the findings of a one-year project examining British press coverage of the genetically modified food debate during the first half of 2003, and both expert and non-expert reactions to that coverage. Two pro-GM newspapers and two anti-GM newspapers were selected for analysis, and all articles mentioning GM during the period in question were stored in a machine readable database. This was then analyzed using corpus linguistic and discourse analytic techniques to reveal recurrent wording, themes and content. This (...) text analysis was complemented by 12 interviews with experts involved in the communication of GM issues, and 12 focus-group sessions in which members of the public reacted to selected newspaper texts and other GM material. Both in the press and in public reaction, the issue of GM was found to be intimately associated with other political events of the time, notably the invasion of Iraq. Except among experts, there was little awareness of the official national debate and issues were approached in more general terms. Pro-GM characterization of the issues as primarily scientific, both by newspapers and experts, was rejected by the anti-GM press and campaigners, and by the focus-group participants. They assessed the issues in a more global frame, rejecting scientists and companies as unreliable. In addition, they linked both US and British GM policy to the invasion of Iraq, and, by analogy, rejected pro-GM arguments as untrustworthy. (shrink)

In part I the urge to self-and-other-defeat is analyzed in terms of clinical data, the concept of Satan, and the philosophy of Nietzsche. In part II all three of these aspects are set in the context of a penetrating psychological analysis of the mechanisms involved in the urge to mass destruction. Though the treatment is imaginative, the interpretation of Nietzsche is almost entirely unsympathetic. -- D. R.

This book deals with the problem of dual-use science research and technology. It first explains the concept of dual use and then offers analyses of collective knowledge and collective ignorance. It goes on to present a theory of collective responsibility, followed by four chapters focusing on a particular scientific field or industry of dual use concern: the chemical industry, the nuclear industry, cyber-technology and the biological sciences. The problem of dual-use science research and technology arises because such research and technology (...) has the potential to be used for great evil as well as for great good. On the one hand, knowledge is a necessary condition, and perhaps a constitutive feature, of technologies that contribute greatly to individual and collective well-being. Consider, for example, nuclear technology that enables the generation of low cost electricity in populations without obvious alternative energy sources. So technological knowledge is a good thing and ignorance of it a bad thing. On the other hand, these same technologies can be extremely harmful to individuals and collectives, as with the atomic bombs dropped on Hiroshima and Nagasaki. So, at least with respect to some technologies evidently knowledge is a bad thing and ignorance a good thing. Accordingly, the question arises as to whether we ought to limit scientific research and/or the development of technology and, if so, which research or technology, in what manner and to what extent. This book examines the answer to that question. (shrink)

A startling amount of intelligent activity can be controlled without reasoning or thought. By tuning the perceptual system to task relevant properties a creature can cope with relatively sophisticated environments without concepts. There is a limit, however, to how far a creature without concepts can go. Rod Brooks, like many ecologically oriented scientists, argues that the vast majority of intelligent behaviour is concept-free. To evaluate this position I consider what special benefits accrue to concept-using creatures. Concepts are either necessary for (...) certain types of perception, learning, and control, or they make those processes computationally simpler. Once a creature has concepts its capacities are vastly multiplied. (shrink)

Mad scientists -- Big bangs and black holes -- Atomic devastation -- Climate catastrophe -- Extreme biohazard -- Gray goo -- Information meltdown -- No longer human -- Future fears and natural pitfalls -- Cautious optimism.

The 2016 United Nations’ Resolution 2325 “Non-proliferation of Weapons of Mass Destruction” manifests one of the greatest challenges for humankind in relation to preventing a global catastrophe, where it reaffirms that the proliferation of nuclear, chemical and biological weapons, as well as their means of delivery, constitutes a threat to international peace and security. However, regarding the continuous technological developments of terrestrial-based WMD aimed at orbiting space objects in near-Earth orbit, it is crucial to analyze whether, and if (...) so, how 2325 prevents their proliferation and utilization. Another relevant argument addresses the terminological factuality that, while treaty and customary law do provide some guidance on the legality of weaponization, the concept of a “space weapon” is still not clearly defined. Moreover, even though the Outer Space Treaty prohibits the placement of nuclear weapons and WMD in near-Earth orbit, installing them on the Moon or any other celestial body, or to otherwise station them in outer space, it simultaneously excludes terrestrial-based anti-satellite weapons, thus creating a legal loophole. National representatives of superpowers, particularly of space-faring nations, are aware of the existing issue and often express their concerns toward comprehensive ASAT development and utilization. Nevertheless, the potential weaponization of outer space will not be actively recognized and accepted as an official occurrence within the international community until our current space systems are eventually utilized in order to destroy or damage another State’s space object. (shrink)

The term communism has long since been seen as largely derogatory, and the system it represents, a failure. Yet where do these notions of communism come from and are they reflective of the original ideals laid out by Karl Marx and Friedrich Engels? This paper will look at some of the divergences from Marx’ and Engels’ original intent to the form communism took in eastern Europe’s state-socialism. The analysis remains limited in scope with the intent of offering a rethinking of (...) how the works of Marx’ and Engels’ have been used and how it can still be used today. The issues seen within state-socialism and communism’s bureaucratism should not rob Marxist thought of all legitimacy. Instead, critically contemplating the original context and intent of the Manifesto can offer a renewed appreciation for their groundbreaking and radical work and remove some of the inherent prejudice against anything associated with socialism as being disproven and incompetent. The goal not being the re-establishment of socialism as a dominant force in the world today, but to ensure dialogue around issues do not settle on accepting the capitalist systems as some final form of social organization, but to continue to push for social improvement and equality. (shrink)

“It was the best of times. It was the worst of times.” So begins Charles Dickens’ A Tale of Two Cities. While he was writing about London and Paris during the turbulent times associated with the rise of the British Industrial Revolution and the French Political Revolution, these lines express the current sentiments of many Americans. Before 11 September 2001, many people thought we were living in the best of times. Baby boomers were relishing in the prospects that through inheritance (...) they would be the beneficiaries of the greatest transfer of wealth in United States history. After 11 September, even more citizens were psychologically shattered when they realized that the terrorist strikes showed that the United States, the most powerful nation on Earth, is still quite vulnerable. (shrink)

There are important studies that have directly focused on how, in times of conflict, it is possible for previously law abiding people to commit the most atrocious acts of cruelty and violence. The work of Erich Fromm, Hannah Arendt, Zygmunt Bauman and Ernest Becker have all contemplated the driving force of aggression and mass violence to further our understanding of how people are capable of engaging in extreme forms of cruelty and violence. This paper specifically addresses these issues by (...) focusing on C. P. Taylor’s play Good. This provocative play examines how a seemingly ‘good’ and intelligent university professor can gradually become caught up in the workings of the Third Reich. Taylor highlights the importance of appreciating how people can be steadily incorporated into an ideologically destructive system. I argue that the theatre is a powerful medium to explore these complex issues. The audience of Good find themselves confronted with the following question—‘What would you have done?’. (shrink)

Are massive violence and destruction a manifestation of ‘modernity’, even its very essence, or rather its total opposite: ‘a breakdown of civilization’? Although ostensibly Norbert Elias mainly occupied himself with the civilizing process, he was always, though mostly implicitly so, preoccupied with its complement and counterpart: violence, regression and anomie. In recent years, a number of his students have returned to these themes. Whether they wanted to or not, they were drawn into a debate that never subsided for long (...) in the last century. I shall argue a position that transcends this opposition between ‘modernization’ and ‘regression’: at the core of the civilizing process, another contrary current may manifest itself, allowing extreme violence on a mass scale to be perpetrated towards specific categories of people, while civilized relations and modes of expression are maintained in other sections of society. The concepts of identification, disidentification and compartmentalization should help to describe and explain these ‘dyscivilizing’ processes in their complex relations to processes of civilization. (shrink)

The central theme of this important book is that we are paying the price of an arrogance that refuses to recognize mystery. The author invites the reader to enter into the argument that he holds with himself on a great number of problems. Written in the early 1950s, Marcel's discussion of these topics are remarkably contemporary, e.g.: * Our crisis is a metaphysical, not merely social, one. * What a man is depends partly on what he thinks he is, and (...) a materialistic philosophy turns men into things. * Can a man be free except in a free country? * Stoicism is no longer a workable philosophy because today pressure can be put on the mind as well as on the body. * Technical progress is not evil in itself, but a technique is a means that, regarded as an end, can become either an idol or an excuse for self-idolatry. State control of scientific research, leading to a concentration on new means of destruction, is a calamity. * Fanaticism is an opinion that refuses to argue, and so the fanatic is an enemy of truth. * The kind of unification that science is bringing about today is really an ironing out of differences, but the only valuable kind of unity is one that implies a respect for differences. * We must beware of thinking in terms of great numbers and so blinding ourselves to the reality of individual suffering. Our philosophical approach to being is made possible only by our practical approach to our neighbor. * We must encourage the spirit of fraternity and distrust the kind of egalitarianism that is based on envy and resentment. * No man however humble should feel that he cannot spread the light among his friends. No easy solution is offered, but the author conveys his own faith that ultimately love and intelligence will triumph. (shrink)

The anthropocentric destruction of nature can be viewed as a form of self-destruction, which affects individuals and also the human species. It entails active destruction of the natural surroundings that are vital for the preservation of the planet’s biodiversity. But should ecocide, or environmental self-destruction of the life of certain species, be considered an “interruption” to the life of such species, or it is part of their natural life course? Are ecocide and environmental destruction identical, (...) or substantively different, phenomena? Prevention of the death of biotic species, and of the massive destruction of abiotic species, constitutes the ultimate challenge for both environmental and animal ethics. Modern mass extinction of species can be understood as a form of speciesism, and the prevention of such extinction is the most urgent challenge for any ethics centered on the recognition of the value, or rights, of nonhuman species. (shrink)

The Methodological seminar was conducted by the scientific journal “Philosophy of Education” (Institute of Higher Education, National Academy of Educational Sciences of Ukraine). The participants of the seminar were Prof. Panos Eliopoulos (University of Peloponnese, Greece), Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of Ukraine. This seminar (...) was devoted to the discussion of educational problems in the area of mass culture, and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in thisevent. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Sacrificial and Nonsacrificial Mass NonviolenceJohn Roedel (bio)Have been awake since 2 a.m. God’s grace alone is sustaining me. I can see there is some grave defect in me somewhere which is the cause of all this. All round me is utter darkness.—M. K. Gandhi, diary entry, dated January 2, 1947.1During the last few years of Gandhi’s life, massive rioting verging on civil war tore India apart, despite Gandhi’s (...) best efforts to calm the situation and despite repeated, widespread, politically successful mass nonviolent actions by large segments of the Indian populace in the previous decades. There have been many analyses of the violent births of India and Pakistan, but none that I know of have taken seriously Gandhi’s intuitions of his own responsibility. At most, intuitions such as these have been taken as further evidence of the Mahatma’s profound humility.I will not suggest that Gandhi bore some moral responsibility for this violence, but I will suggest that his (and others’) ignorance of what I will term the sacrificial aspects of mass nonviolence did have a role to play. I will model my distinction between sacrificial and nonsacrificial nonviolence on Girard’s [End Page 221] distinction between sacrificial and nonsacrificial Christianity as presented in Things Hidden since the Foundation of the World, and will attempt to use this distinction to suggest how violence might arise out of the practice of mass nonviolence, using the example of the nonviolent movement for Indian independence as an example. I hope that my speculations may also shed light on other puzzling aspects of mass nonviolence, such as the reason why, despite the many political successes of nonviolence, nonviolent movements have never become more widely established, and have for the most part been limited to ad hoc movements.2In Girard’s view, sacrificial practices such as I am proposing as part of mass nonviolence are ubiquitous, destructive, and mostly invisible. Girard writes, “every negation of the other leads... towards expulsion and murder. The basis for all of this lies in the fundamental human situation of a mimetic rivalry that leads to a destructive escalation.”3 That is, every negation of the other contributes to widening cycles of escalation that would lead to the extinction of humanity, were it not for sacrifice, which allows the rivalries to be discharged without consequences onto an individual outside the community—a scapegoat.There is not much agreement about how nonviolence functions or even about what the word “nonviolence” refers to. It will be defined here as a refusal to submit to or inflict violence, where “violence” includes not just physical violence but also verbal and structural violence, such as imperialism and poverty. Within such a definition, fleeing physically or otherwise from violence is a form of submission to the violence, and allows violence the last word, so to speak. Nonviolence is perhaps clearest in a face-to-face encounter with physical violence, as in the many civil disobedience actions of Gandhi’s career. But like violence, nonviolence also occurs in common, even subtle, situations, as in a conversation between friends.Beginning with Gandhi, a distinction has often been made between “strategic” and “principled” nonviolence. Strategic nonviolence is the contingent embrace of nonviolence as a tactic. Principled nonviolence is the unconditional embrace of nonviolence, on the basis of a moral or religious commitment. Gandhi spoke of principled nonviolence as a refusal to submit to or inflict violence out of unselfish love for the opponent. He spoke of strategic nonviolence as a means for achieving one’s goals; in his opinion, this was not really nonviolence at all, but a simulacrum of it. An individual may even sometimes be unable to distinguish the extent to which his own nonviolence is strategic or principled.To distinguish between strategic and principled nonviolence, according to Gandhi, it is necessary to explore the motivations and character formation of the nonviolent practitioner in question. For Gandhi, principled nonviolence [End Page 222] arises out of one’s “relationship to God” and a “deep sense of the intercon-nectedness of all beings.” Gandhi believed that in defense of truth, or in defense of the honor of oneself... (shrink)

The Methodological seminar was conducted by the scientific journal “Philosophy of Education”. The participants of the seminar were Prof. Panos Eliopoulos, Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of Ukraine. This seminar was devoted to the discussion of educational problems in the area of mass culture, (...) and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in this event. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education. (shrink)

In this article, I intend to discuss the Arendtian conception of culture. In her influential essay “Crisis in Culture: Its Social and Its Political Significance,” Arendt argues that culture is at risk of disappearing under conditions of modernity. In her view, modernity is the age of mass society that leads to the destruction of culture and the development of mass culture. This is the situation Arendt has in mind when she speaks of a “crisis in culture,” a (...) situation she describes as worldlessness. Culture, according to her, is a phenomenon of the world. Because of this conviction, argues Arendt, culture has a closer relationship to politics. The article is divided into two parts. In the first part, I explore Arendt's critical reflection on the modern attitude to culture. In the second part, I examine her analysis of the relationship between culture and politics. Throughout these parts, I suggest a reading of Arendt that illustrates her understanding of culture based on the authority of Greek and Roman thought and Kant’s Critique of Judgment. (shrink)

This book is about the ways in which modern enlightenment, rather than liberating humanity from tyranny, has subjected us to new servitude imposed by systems of mass manipulation, electronic vigilance, compulsive consumerism, and the horrors of a seemingly unending global war on terror. The main intellectual aims of this title are the following: the analysis of spectacle, the criticism of providential enlightenment, and the examination of positive dialectics. The spectacle, in this case, is the apotheosis of the culture industries, (...) a total inversion of reality and of our existences. Providential enlightenment is not only a critique of the failure of enlightenment, but of the mutilation of historical enlightenments. Positive dialectics signal a new era of intellectual engagement in the construction of our historical future. During a time in which national democracies seem an imperial farce, it is not enough for intellectuals faced with all this destruction to blithely recommend resistance. The book thus ties American, British, French and German theoretical traditions into a reflexive challenge to the notion of intellectual as critic, and argues instead for a trespassive tradition of cultural leadership. (shrink)

By integrating the entire body of research in human sexual dynamics, immune responses, and sociocultural behavior, we can conclude that the mass hysteria our society is currently experiencing originates in our evolved psychological adaptations to pandemic conditions [i]. A lack of hormonal balance [ii], due to a collapse in testosterone levels, may cause a disproportionate immune response that leads to the destruction of our cherished sociopolitical institutions—the very institutions that are design to protect human liberty and prosperity. What (...) is playing out at a societal level is similar to an excessive immune response that causes the body to attack itself: decreased testosterone causing the kind of auto-immune response that is more prevalent in females. [i] Barzilai, R.. Low Solar Activity, Winter Flu Conditions, Pandemics and Sex Wars: A Holistic View of Human Evolution. Science & Philosophy, 8. Doi: 10.23756/sp.v8i1.514 [ii] Barzilai, R.. Solar cycles, light, sex hormones and the life cycles of civilization: Toward integrated chronobiology. Science & Philosophy, 7. doi: 10.23756/sp.v7i2.483. (shrink)

The 1990 Visual Artists Rights Act (VARA) is a provision of U.S. copyright law that seeks to protect the noneconomic rights of artists, called "moral rights." These rights are due to the "presumed intimate bond between artists and their works."1 In the United States it protects rights of artistic attribution and integrity: the artwork cannot be claimed as the work of another, and it cannot be distorted. In some cases VARA protects artworks from destruction. But what is the nature (...) of this intimate bond? The underlying principle behind the legal construct of artistic moral rights is that the artwork is an extension of its creator such that any harm to the work is a violation of the personhood of the artist.2 Another .. (shrink)

Une tentative de rapprochement entre un certain nombre d'interrogations esthétiques et le contexte historique dans lequel elles s'inscrivent. Sortir les propositions artistiques contemporaines de leur histoire spécifique et les articuler sur les questions que posent certaines mutations récentes de nos sociétés.

Princess Diana, Jackie O, Grace Kelly—the star icon is the most talked about yet least understood persona. The object of adoration, fantasy, and cult obsession, the star icon is a celebrity, yet she is also something more: a dazzling figure at the center of a media pantomime that is at once voyeuristic and zealously guarded. With skill and humor, Daniel Herwitz pokes at the gears of the celebrity-making machine, recruiting a philosopher's interest in the media, an eye for society, and (...) a love of popular culture to divine our yearning for these iconic figures and the role they play in our lives. Herwitz portrays the star icon as caught between transcendence and trauma. An effervescent being living on a distant, exalted planet, the star icon is also a melodramatic heroine desperate to escape her life and the ever-watchful eye of the media. The public buoys her up and then eagerly watches her fall, her collapse providing a satisfying conclusion to a story sensationally told—while leaving the public yearning for a rebirth. Herwitz locates this double life in the opposing tensions of film, television, religion, and consumer culture, offering fresh perspectives on these subjects while ingeniously mapping society's creation (and destruction) of these special aesthetic stars. Herwitz has a soft spot for popular culture yet remains deeply skeptical of public illusion. He worries that the media distances us from even minimal insight into those who are transfigured into star icons. It also blinds us to the shaping of our political present. (shrink)

For all our knowledge of psychopathology and sociopathology--and despite endless examinations of abuse and torture, mass murder and genocide--we still don't have a real handle on why evil exists, where it derives from, or why it is so ubiquitous. A compelling synthesis of diverse schools of thought, Psychoanalysis of Evil identifies the mental infrastructure of evil and deciphers its path from vile intent to malignant deeds. Evil is defined as manufactured in the psyche: the acting out of repressed wishes (...) stemming from a toxic mix of harmful early experiences such as abuse and neglect, profound anger, negative personality factors, and mechanisms such as projection. This analysis brings startling clarity to seemingly familiar territory, that is, persons and events widely perceived as evil. Strongly implied in this far-reaching understanding is a call for more accurate forms of intervention and prevention as the author: Reviews representations of evil from theological, philosophical, and psychoanalytic sources. Locates the construction of evil in psychodynamic aspects of the psyche. Translates vague abstractions of evil into recognizable concepts. Exemplifies this theory with the lives and atrocities of Hitler and Stalin. Applies psychoanalytic perspective to the genocides in Turkey, Pakistan, Cambodia, and Rwanda. Revisits Hannah Arendt's concept of "the banality of evil." Psychoanalysis of Evil holds a unique position in the literature and will gather considerable interest among readers in social psychology, psychoanalysis, sociology, and political anthropology. Historians of mass conflict should find it instructive as well. (shrink)

The Pfizer-BioNTech coronavirus vaccine is 90 percent effective in protecting against COVID-19. It would not have been possible without the tireless effort of Professor Katalin Karikó, a scientific innovator fitting the mold of dynamic inventor Arthur Diamond presents in his book, Openness to Creative Destruction Sustaining Innovative Dynamism. Not only did Professor Karikó persist in her beliefs in the therapeutic potential of synthetic messenger RNA over the course of four decades, but she did so despite the criticisms of other (...) scientists and despite lack of financial backing for large parts of her career. Professor Karikó is a good example of the unconventional picture that Diamond paints of entrepreneurs in a specific version of market capitalism he terms, innovative dynamism. Specifically, she is an example of someone who does not hold prevailing academic theories in too high a regard and instead privileges her tacit knowledge (knowledge gained from years of working with mRNA in the lab) to persist believing in the potential of a therapy that now could quite literally save the world. Most surprisingly, she, like most of the entrepreneurs surveyed in the book, seem not primarily motivated by profit, though the money their projects eventually attract is integral to disseminating their creative ideas to the masses. -/- Are the many examples offered by Diamond that are similar to Professor Karikó’s story evidence against the long-standing suspicion that there is something morally damning in the self-interested motivations of innovative entrepreneurship? Is it the case that others would have inevitably pursued the cure that Karikó pursued, regardless of economic system? In light of COVID-19 and other high-pressure situations, ought we to care how we constrain the innovators who develop solutions? Diamond’s case for the economic system, innovative dynamism, seeks to answer these and other important questions concerning our political and cultural treatment of innovators and entrepreneurs. This review critically assesses his efforts. I make my case by first reviewing the major argumentative structure of the book, then I summarize and evaluate the three major themes Diamond presents in the book: (1) what is innovative dynamism and who are its competitors, (2) what are the major benefits of innovative dynamism, (3) who is the innovative entrepreneur and how do we support him or her? (shrink)

A funny, touching look at the life of a social media influencer who starts to question the #goals life she has created for herself. Every day, Élie motivates her hundreds of thousands of followers to become the best versions of themselves by posting videos of exercise routines and high-protein breakfast recipes. Far from the shy teenager that she was, she is now in a very public relationship with singer Samuel Vanasse, and together they have become one of the most popular (...) influencer couples in the country. She has succeeded. She shines. And yet, Élie worries that her life is not as flawless as she makes it seem on YouTube and Instagram. Between her obsession with the "ideal weight," her growing attraction to another man, her family's disdain for her career as a content creator and a collaboration with another influencer who Élie can't stand, a thought haunts her. What if, by trying to become everything she wanted to be, she's lost herself along the way? Suck it In and Smile is an intimate exploration of our obsession with appearances and the hypocrisies that appear when you must craft the perfect online life. (shrink)

Are today’s wars different from earlier wars? Or do we need a different ethics for old and new wars alike? Unlike most books on the morality of war, this book rejects the ‘just war’ tradition, proposing a virtue ethics of war to take its place. Like torture, war cannot be justified. This book asks and answers the question: “If war is a very great evil, would a leader with courage, justice, compassion, and all the other moral virtues ever choose to (...) fight a war?” A ‘philosophy of co-existence’ is proposed which is much more restrictive than just war theory but not pacifist. War can be correctly chosen by a virtuous leader only in rare ‘supreme emergencies’ when faced with enemies as evil as Hitler. This virtue ethics approach to war is used to find new answers to difficult issues such as humanitarian intervention, terrorism and weapons of mass destruction. (shrink)

"Die Logik der Erfahrung" stellt eine Systematisierung der wissenschaftsphilosophischen Gedanken der klassischen Pragmatisten (Charles S. Peirce, William James, John Dewey) dar. Die pragmatistische Erfahrungstheorie sowie die Bestimmung des Verhältnisses von Theorie und Praxis bilden die Grundlage einer holistischen Wissenschaftsphilosophie, deren Aktualität durch die exemplarische Anwendung auf klassische wissenschaftstheoretische Fragestellungen gezeigt wird. Die AutorinTina Massing ist Akademische Rätin am Institut für Philosophie der Universität Koblenz. In ihrer Forschung beschäftigt sie sich insbesondere mit wissenschaftsphilosophischen Themen und dem Klassischen Pragmatismus.