The philosophical foundations of human rights are as complex as they are controversial. For some years, the debate has been dominated by the rather gridlocked opposition between moral and political conceptions of human rights. Moreover, a profound examination of the social and relational dimension of human rights has been lacking. Against this background, this volume brings together contributions which scrutinise the multi-faceted foundations of human rights. It is a valuable collection for philosophers, political scientists and legal scholars interested in fresh (...) insights into the idea and practice of human rights. With contributions by Markus Abraham | Andreas Busen | Johannes Haaf | Christoph Herrler | Justine Lacroix | Franziska Martinsen | Luise Müller | Esther Neuhann | Niklas Plätzer | Ned Richardson-Little | Regina Schidel | Tatjana Noemi Tömmel | Alexander Weiß | Markus Wolf. (shrink)

European Journal of Political Theory, Ahead of Print.

European Journal of Political Theory, Ahead of Print.

Contribution for book symposium on Andrea Sangiovanni's Humanity without Dignity.

In this article, I reply to Giacomo Floris, Adam Etinson, Daniel Corrigan, Luise Müller and Johannes Haaf.

Episodic memory has been analyzed in a number of different ways in both philosophy and psychology, and most controversy has centered on its self-referential,autonoeticcharacter. Here, we offer a comprehensive characterization of episodic memory in representational terms and propose a novel functional account on this basis. We argue that episodic memory should be understood as a distinctive epistemic attitude taken toward an event simulation. In this view, episodic memory has a metarepresentational format and should not be equated with beliefs about the (...) past. Instead, empirical findings suggest that the contents of human episodic memory are often constructed in the service of the explicit justification of such beliefs. Existing accounts of episodic memory function that have focused on explaining its constructive character through its role in future-oriented mental time travel do justice neither to its capacity to ground veridical beliefs about the past nor to its representational format. We provide an account of the metarepresentational structure of episodic memory in terms of its role in communicative interaction. The generative nature of recollection allows us to represent and communicate the reasons why we hold certain beliefs about the past. In this process, autonoesis corresponds to the capacity to determine when and how to assert epistemic authority in making claims about the past. A domain where such claims are indispensable are human social engagements. Such engagements commonly require the justification of entitlements and obligations, which is often possible only by explicit reference to specific past events. (shrink)

Episodic representations can be entertained either as “remembered” or “imagined”—as outcomes of experience or as simulations of such experience. Here, we argue that this feature is the product of a dedicated cognitive function: the metacognitive capacity to determine the mnemicity of mental event simulations. We argue that mnemicity attribution should be distinguished from other metacognitive operations (such as reality monitoring) and propose that this attribution is a “cognitive gadget”—a distinctively human ability made possible by cultural learning. Cultural learning is a (...) type of social learning in which traits are inherited through social interaction. In the case of mnemicity, one culturally learns to discriminate metacognitive “feelings of remembering” from other perceptual, emotional, action-related, and metacognitive feelings; to interpret feelings of remembering as indicators of memory rather than imagination; and to broadcast the interpreted feelings in culture- and context-specific ways, such as “I was there” or “I witnessed it myself.” We review evidence from the literature on memory development and scaffolding, metacognitive learning and teaching, as well as cross-cultural psychology in support of this view before pointing out various open questions about the nature and development of mnemicity highlighted by our account. (shrink)

In “Some Remarks on Extending and Interpreting Theories with a Partial Truth Predicate”, Reinhardt [21] famously proposed an instrumentalist interpretation of the truth theory Kripke–Feferman ( $\mathrm {KF}$ ) in analogy to Hilbert’s program. Reinhardt suggested to view $\mathrm {KF}$ as a tool for generating “the significant part of $\mathrm {KF}$ ”, that is, as a tool for deriving sentences of the form $\mathrm{Tr}\ulcorner {\varphi }\urcorner $. The constitutive question of Reinhardt’s program was whether it was possible “to justify the (...) use of nonsignificant sentences entirely within the framework of significant sentences”. This question was answered negatively by Halbach & Horsten [10] but we argue that under a more careful interpretation the question may receive a positive answer. To this end, we propose to shift attention from $\mathrm {KF}$ -provably true sentences to $\mathrm {KF}$ -provably true inferences, that is, we shall identify the significant part of $\mathrm {KF}$ with the set of pairs $\langle {\Gamma, \Delta }\rangle $, such that $\mathrm {KF}$ proves that if all members of $\Gamma $ are true, at least one member of $\Delta $ is true. In way of addressing Reinhardt’s question we show that the provably true inferences of suitable $\mathrm {KF}$ -like theories coincide with the provable sequents of matching versions of the theory Partial Kripke–Feferman ( $\mathrm {PKF}$ ). (shrink)

Several promising approaches have been developed to represent conscious experience in terms of mathematical spaces and structures. What is missing, however, is an explicit definition of what a ‘mathematical structure of conscious experience’ is. Here, we propose such a definition. This definition provides a link between the abstract formal entities of mathematics and the concreta of conscious experience; it complements recent approaches that study quality spaces, qualia spaces, or phenomenal spaces; and it provides a general method to identify and investigate (...) structures of conscious experience. We hope that ultimately this work provides a basis for developing a common formal language to study consciousness. (shrink)

What kind of education is needed for democracy? How can education respond to the challenges that current democracies face? This unprecedented Handbook offers a comprehensive overview of the most important ideas, issues, and thinkers within democratic education. Its thirty chapters are written by leading experts in the field in an accessible format. Its breadth of purpose and depth of analysis will appeal to both researchers and practitioners in education and politics. The Handbook addresses not only the historical roots and philosophical (...) foundations of democratic education, but also engages with contemporary political issues and key challenges to the project of democratic education. (shrink)

Thinking about organisms as if they were rational agents which could choose their own phenotypic traits according to their fitness values is a common heuristic in the field of evolutionary theory. In a 1998 paper, however, Elliott Sober has emphasized several alleged shortcomings of this kind of analogical reasoning when applied to the analysis of social behaviors. According to him, the main flaw of this heuristic is that it proves to be a misleading tool when it is used for predicting (...) the evolution of cooperation. Here, I show that these charges raised against the heuristic use of this analogy are misguided. I argue, contra Sober, that such a heuristic turns out to be a perfect predictive tool in all relevant contexts where cooperation can at least evolve. Moreover, I argue that it constitutes a powerful and sufficient methodological framework for the analysis of social evolution. (shrink)

Language (śabda) occupied a central yet often unacknowledged place in classical Indian philosophical thought. Foundational thinkers considered topics such as the nature of language, its relationship to reality, the nature and existence of linguistic units and their capacity to convey meaning, and the role of language in the interpretation of sacred writings. The first reader on language in--and the language of--classical Indian philosophy, A Śabda Reader offers a comprehensive and pedagogically valuable treatment of this topic and its importance to Indian (...) philosophical thought. A Śabda Reader brings together newly translated passages by authors from a variety of traditions--Brahmin, Buddhist, Jaina--representing a number of schools of thought. It illuminates issues such as how Brahmanical thinkers understood the Veda and conceived of Sanskrit; how Buddhist thinkers came to assign importance to language's link to phenomenal reality; how Jains saw language as strictly material; the possibility of self-contradictory sentences; and how words affect thought. Throughout, the volume shows that linguistic presuppositions and implicit notions about language often play as significant a role as explicit ideas and formal theories. Including an introduction that places the texts and ideas in their historical and cultural context, A Śabda Reader sheds light on a crucial aspect of classical Indian thought and in so doing deepens our understanding of the philosophy of language. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Despite growing evidence to the contrary, researchers continue to posit causal links between cannabis, crime, psychosis, and violence. These spurious connections are rooted in history and fueled decades of structural limitations that shaped how researchers studied cannabis. Until recently, research in this area was explicitly funded to link cannabis use and harm and ignore any potential benefits. Post-prohibition cannabis research has failed to replicate the dire findings of the past. This article outlines how the history of controlling cannabis research has (...) led to various harms, injustices, and ethical complications. We compare commonly cited research from both the prohibition and post-prohibition eras and argue that many popular claims about the dangers of cannabis are the result of ethical lapses by researchers, journals, and funders. We propose researchers in this area adopt a duty of care in cannabis research going forward. This would oblige individual researchers to establish robust research designs, employ careful analytic strategies, and acknowledge limitations in more detail. This duty involves the institutional recognition by funders, journals, and others that cannabis research has been deliberately misconstrued to criminalize, stigmatize, and pathologize. (shrink)

Integrated Information Theory is one of the leading models of consciousness. It aims to describe both the quality and quantity of the conscious experience of a physical system, such as the brain, in a particular state. In this contribution, we propound the mathematical structure of the theory, separating the essentials from auxiliary formal tools. We provide a definition of a generalized IIT which has IIT 3.0 of Tononi et al., as well as the Quantum IIT introduced by Zanardi et al. (...) as special cases. This provides an axiomatic definition of the theory which may serve as the starting point for future formal investigations and as an introduction suitable for researchers with a formal background. (shrink)

To what extent does the common claim that childhood is ‘socially constructed’ affect the ethical debate on the ‘intrinsic’ and ‘special’ goods of childhood? Philosophers have referred to this kind of goods in their critique of overly adult-centred and future-oriented conceptions of childhood. The view that some goods are child-specific, in the sense that they are only good for children, not for adults, seems to presuppose an understanding of what children ‘are’, and how they differ from adults. However, if the (...) social-constructionist view is accepted, it cannot be assumed that childhood is a given. This essay claims that the social-constructionist understanding of childhood does not undermine the debate on the moral status and the goods of childhood, but that nevertheless important lessons can be drawn from the insight that childhood, as we know it, is not a natural and universal phenomenon. (shrink)

This article discusses the educational significance of the moral demand for respect. In Ethics and Education, Richard Peters presents a conception of educational respect that was recently taken up by Krassimir Stojanov. This article responds to both Peters' and Stojanov's contributions and proposes another understanding of educational respect: to respect children is to treat them in a way that enables them to see themselves as persons endowed with dignity; that is, as having the equal standing to make claims on others.

This essay starts from the observation that the issue of talent, in relation to the problem of distributive justice, can be approached from two different angles. First, it is common to discuss the justificatory function of talent, that is, its role in the justification of educational or social inequalities. In addition, however, this essay proposes to look at practices of talent ascription and their causal role in the distribution of educational prospects. These practices tend to exacerbate educational inequalities due to (...) social background, especially when they are tied to selective educational settings. There is reason to avoid talent-based selection in education, in order to contain the negative effects of practices of talent ascription. (shrink)

Do any nonhuman animals have hedonically valenced experiences not directly caused by stimuli in their current environment? Do they, like us humans, experience anticipated or previously experienced pains and pleasures as respectively painful and pleasurable? We review evidence from comparative neuroscience about hippocampus-dependent simulation in relation to this question. Hippocampal sharp-wave ripples and theta oscillations have been found to instantiate previous and anticipated experiences. These hippocampal activations coordinate with neural reward and fear centers as well as sensory and cortical areas (...) in ways that are associated with conscious episodic mental imagery in humans. Moreover, such hippocampal “re- and preplay” has been found to contribute to instrumental decision making, the learning of value representations, and the delay of rewards in rats. The functional and structural features of hippocampal simulation are highly conserved across mammals. This evidence makes it reasonable to assume that internally triggered experiences of hedonic valence (IHVs) are pervasive across (at least) all mammals. This conclusion has important welfare implications. Most prominently, IHVs act as a kind of “welfare multiplier” through which the welfare impacts of any given experience of pain or pleasure are increased through each future retrieval. However, IHVs also have practical implications for welfare assessment and cause prioritization. (shrink)

While Kant's pedagogical lectures present an account of moral education, his theory of freedom and morality seems to leave no room for the possibility of an education for freedom and morality. In this paper, it is first shown that Kant's moral philosophy and his educational philosophy are developed within different theoretical paradigms: whereas the former is situated within a transcendentalist framework, the latter relies on a teleological notion of human nature. The second part of this paper demonstrates that the core (...) ideas of Kant's moral philosophy are also present in his pedagogy. This means that the problem of moral education must be solved within the transcendentalist framework. It is finally claimed that Kant himself outlines a solution to this problem in his pedagogical lectures. (shrink)

Name der Zeitschrift: Das Mittelalter Jahrgang: 19 Heft: 2 Seiten: 302-325.

In response to the commentaries, we clarify and defend our characterization of both the nature and function of episodic memory. Regarding the nature of episodic memory, we extend the distinction between event and episodic memory and discuss the relational role of episodic memory. We also address arguments against our characterization of autonoesis and argue that, while self-referential, it needs to be distinguished from an agentive notion of self. Regarding the function of episodic memory, we review arguments about the relation between (...) future mental time travel and memory veridicality; clarify the relation between autonoesis, veridicality, and confidence; and finally discuss the role of episodic memory in diachronic commitments. (shrink)

ABSTRACT Jeremy Bentham is often thought to have set the groundwork for the modern ‘animal liberation’ movement, but in fact he wrote little on the subject. A full examination of his work reveals a less radical position than that commonly attributed to him. Bentham was the first Western philosopher to grant animals equal consideration from within a comprehensive, non-religious moral theory, and he was a staunch defender of animal welfare laws. But he also approved of killing and using animals, as (...) long as pointless cruelty could be avoided. The nuances of his position are best brought out by comparing it to that of Peter Singer, who draws considerably more radical practical conclusions. This is not primarily explained by competing formulations of utilitarianism, however, but by different empirical background assumptions about the lives of animals. (shrink)

This collection of original chapters, written by prominent social scientists, elucidates the theory and practice of contemporary rural sociology. The book applies lessons from the careers of sociologists and their field research endeavors, covering a wide range of topics: agricultural production, processing, and marketing; international food security and rural development; degradation of the bio-physical environment across borders; and the study of community, family, health, and many other issues in an increasingly globalized world. The authors candid accounts provide insight into possibilities (...) for enhancing opportunity and equality and serving basic human needs.". (shrink)

How should we think, from the point of view of distributive justice, about inequalities in health and longevity? Norman Daniels’s influential account derives a social duty to reduce health inequalities from Rawls’s principle of fair equality of opportunity. This paper criticises Daniels’s approach and offers an alternative. To the extent that the basic structure of society shapes people’s opportunities to be healthy, we ought to think of ‘the social bases of health’ directly as a Rawlsian primary social good. The paper (...) attempts to clarify the correct principle for its distribution, and its relationship to other goods that give rise to considerations of justice. (shrink)