In recent years, political philosophers have debated whether human rights are a special class of moral rights we all possess simply by virtue of our common humanity and which are universal in time and space, or whether they are essentially modern political constructs defined by the role they play in an international legal-political practice that regulates the relationship between the governments of sovereign states and their citizens. This edited volume sets out to further this debate and move it ahead by (...) rethinking some of its fundamental premises and by applying it to new and challenging domains, such as socio-economic rights, indigenous rights, the rights of immigrants and the human rights responsibilities of corporations. Beyond the philosophy of human rights, the book has a broader relevance by contributing to key themes in the methodology of political philosophy and by addressing urgent issues in contemporary global policy making. (shrink)

How can we assess the epistemic quality of democratic decision-making? Sceptics doubt such assessments are possible, as they must rely on controversial substantive standards of truth and rightness. Challenging that scepticism, this paper suggests a procedure-independent standard for assessing the epistemic quality of democratic decision-making by evaluating whether it is adequately supported by reasons. Adequate support for conclusion is a necessary aspect of epistemic quality for any epistemic justification of democracy, though particularly relevant to theories that emphasize public deliberation. Finding (...) existing methods for measuring the quality of public discourse to fall short, we draw on an epistemological theory of argumentation to provide a more sophisticated approach to evaluating the epistemic quality of democratic decision-making, illustrate how the approach can be used, and demonstrate its relevance for the epistemic turn in democratic theory. (shrink)

How should the state justify its coercive rules? Public reason liberalism endorses a public justification requirement: Justifications offered for authoritative regulations must be acceptable to all members of the relevant public. However, as a criterion of legitimacy, the public justification requirement is epistemically unreliable: It prioritizes neither the exclusion of false beliefs nor the inclusion of true beliefs in justifications of political rules. This article presents an epistemic alternative to the public justification requirement. Employing epistemological theories of argumentation, we demonstrate (...) how this approach enables assessing the epistemic quality of justifications of political rules, even when the truth is difficult to establish. (shrink)

Seeking to explain the emergence of anti-trafficking initiatives, scholars have explored two sets of ideas—national security and gender equality—thought to shape policy. In this study, we examine whether such ideational influence accounts for Sweden's evolving anti-trafficking policy over the past decade. As powerful domestic ideas about gender inequality informed the adoption of an abolitionist prostitution policy in the 1990s, one would expect similar ideas to influence domestic responses to the related issue of cross-border trafficking.However, our case study shows that the (...) policy area of trafficking has largely followed a different ideational path. Gendered ideas, periodically nested in a human rights discourse, have been salient in the public debate on trafficking in human beings, especially during the campaign to boycott the 2006 FIFA World Cup. However, they have exerted substantially less influence on Swedish legislative initiatives to combat trafficking, with security concerns still holding sway. (shrink)

A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students’ lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning, a method that in previous studies has been contrasted against algorithmic reasoning with positive (...) effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition, and working memory capacity. Two independent groups, consisting of upper secondary students, practiced non-routine mathematical problem solving with CMR and AR tasks and were tested 1 week later. An initial t-test confirmed that the CMR group outperformed the AR group. Structural equation modeling revealed that NFC was a significant predictor of math performance for the CMR group but not for the AR group. The results also showed that WMC was a strong predictor of math performance independent of group. These results are discussed in terms of allowing for time and opportunities for struggle with constructing own solution methods using CMR, thereby enhancing students conceptual understanding. (shrink)

One important distinction in psychology is between inferences based on associative memory and inferences based on analysis and rules. Much previous empirical work conceive of associative and analytical processes as two exclusive ways of addressing a judgment task, where only one process is selected and engaged at a time, in an either-or fashion. However, related work indicate that the processes are better understood as being in interplay and simultaneously engaged. Based on computational modeling and brain imaging of spontaneously adopted judgment (...) strategies together with analyses of brain activity elicited in tasks where participants were explicitly instructed to perform similarity-based associative judgments or rule-based judgments (n = 74), we identified brain regions related to the two types of processes. We observed considerable overlap in activity patterns. The precuneus was activated for both types of judgments, and its activity predicted how well a similarity-based model fit the judgments. Activity in the superior frontal gyrus predicted the fit of a rule-based judgment model. The results suggest the precuneus as a key node for similarity-based judgments, engaged both when overt responses are guided by similarity-based and rule-based processes. These results are interpreted such that similarity-based processes are engaged in parallel to rule-based-processes, a finding with direct implications for cognitive theories of judgment. (shrink)

Are the sparse properties drawn from all the levels of nature, or only the fundamental level? I discuss the notion of sparse property found in Armstrong and Lewis, show that there are tensions in the roles they have assigned the sparse properties, and argue that the sparse properties should be drawn from all the levels of nature.

Causal claims are context sensitive. According to the old orthodoxy (Mackie 1974, Lewis 1986, inter alia), the context sensitivity of causal claims is all due to conversational pragmatics. According to the new contextualists (Hitchcock 1996, Woodward 2003, Maslen 2004, Menzies 2004, Schaffer 2005, and Hall ms), at least some of the context sensitivity of causal claims is semantic in nature. I want to discuss the prospects for causal contextualism, by asking why causal claims are context sensitive, what they are (...) sensitive to, and where they are sensitive to it. (shrink)

The vagueness objection seems to block any moderate answer to the Special Composition Question leaving us with the two extreme alternatives that there either is no composite object or that any set of things compose an object. In this technical paper I introduce the notion of causal objects and a definition of a predicate that permits the set of all parts to be divided into equivalence classes. On this view we can use equivalence classes of parts to define the notion (...) of composite objects why vagueness is blocked. The block works in a hypothetical domain where all parts have a cause so the aim is not to suggest empirically detectable parts and composites, nor to claim any kind of existence of the things being defined, but to present a consistent account of a possible moderate answer to the Special Composition Question that avoids the vagueness objection. The underlying idea is that an object, as such, is not caused whereas its parts are. For example, if we have three caused parts A, B and C constituting the composite D, we have three things that are caused whereas the composite D has no cause over and above the three causes of A, B and C. (shrink)

Aus dem Inhalt: Views from the North: Hans Petter Graver: Law, Justice and the State: Nordic Perspectives u Jacob Dahl Rendtorff: The Danish Welfare State: Philosophical Ideals and Systemic Reality u Sigri!Dur *orgeirsdottir: Feminist Ethics and Feminist Politics u Kuellike Lengi: The Situation of Human Rights in Estonia u Einar Palsson: Pythagoras and Early Icelandic Law u Law, Discourse and Rationality: Mats Flodin: Internal and External Rationality of Legal Systems u Logi Gunnarsson: A Discourse About Discourse u Hjordi!s Hakonardottir: Legal (...) Language: A Tool of Justice u Ghita Holmstrom-Hintikka: On the Use of Expert Witness in Legal Reasoning and Inquiry u Law, State and Nation: Agust H. Ing*orsson: Democracy, Bureaucracy and Marginalization of the State u Aleksander Peczenik: Law-State, Legal Certainty and Legitimacy of Law u Ove K. Pedersen/Sverre Raffnsoe: Reorganizing Society u Juha Raikka: Mill on National Sentiment u Pall Skulason: Concepts of the State and Classes of Value u Problems of Law and Rights: Britt-Mari Blegvad: How to Cope With Uncertainty: Trust and Law u Jon Wetlesen: Animal Rights or Human Duties?. (shrink)

It is natural to assume that every value bearer must be good, bad, or neutral. This paper argues that this assumption is false if value incomparability is possible. More precisely, if value incommensurability is possible, then there is a fourth category of absolute value, in addition to the good, the bad, and the neutral.

Clinical ethics support, in particular Moral Case Deliberation, aims to support health care providers to manage ethically difficult situations. However, there is a lack of evaluation instruments regarding outcomes of clinical ethics support in general and regarding Moral Case Deliberation (MCD) in particular. There also is a lack of clarity and consensuses regarding which MCD outcomes are beneficial. In addition, MCD outcomes might be context-sensitive. Against this background, there is a need for a standardised but flexible outcome evaluation instrument. The (...) aim of this study was to develop a multi-contextual evaluation instrument measuring health care providers’ experiences and perceived importance of outcomes of Moral Case Deliberation. (shrink)

In this paper I argue that there are some telling examples from the discourse of education for sustainable development that hint at a reliance on a reversed sense of causality, manifesting itself in a teleological and anthropomorphic understanding of nature. In order to substantiate this claim, I will consider some of Spinoza’s arguments concerning the limitations of human imagination -- and the prejudices that tend to arise from this -- and I will also link this with some of Freud’s claims (...) with regards to the human tendency to deify the forces of nature as a kind of psychological response to the inherent remoteness of said forces. The relation between Spinoza and Freud has been discussed in terms of a mostly implicit affinity grounded in a common metaphysical starting-point that may be labeled a philosophy of immanence. This affinity is most evident, however, with regards to both Spinoza's and Freud’s reliance on a rationalist framework and on their insistence that the human psychological constitution is geared so that when humans are governed by their imagination, and are being confronted with the unexplained, they tend to automatically protect themselves by seeking comfort in the already known, regardless of the unlikeliness of the arrived at explanation. Hence, this paper aims to employ some of Spinoza’s and Freud’s arguments in order to formulate a critique of the anthropomorphic motifs displayed in contemporary educational materials produced within the discourse of ESD. (shrink)

_ Source: _Volume 24, Issue 2, pp 279 - 299 This article provides the first overview of research on the kabbalistic sources of Benedictus de Spinoza. While this topic has not been a major focus in Spinoza research, this article argues that it has both biographical and philosophical relevance for the investigation of Spinoza and the context in which he first conceived of his hallmark ideas. Revisiting the extant historical sources, this article refines the present understanding of the connection between (...) Spinoza and the seventeenth-century kabbalistic circle of Amsterdam and the kabbalistic literature of that time. (shrink)

This book is a guide to working with social science concepts. Concepts are the prisms through which we see the social world. They are foundational to the social science enterprise, and the quality of investigations hinges in part on how well researchers make use of them. Most social science concepts are drawn from ordinary language used in everyday ways; however, many social scientists "reconfigure" ordinary words to meet their research needs. They tinker with the meanings of words to fit their (...) theoretical aims and make them precise, useful tools of measurement and comparison. This book examines social science concepts through an interpretivist lens with the aim of providing concrete conceptual guidance for future research. Specifically, this book seeks to: 1) identify characteristic dangers that attend the making and use of reconfigured concepts; 2) lay out ways in which a select number of interpretivist approaches have been used to mitigate these dangers; 3) introduce practical tools that rework these interpretivist approaches into explicit and useable research methods; 4) show concretely how these elucidation tools can be gainfully used by social scientists working both within and outside of the interpretivist tradition. It will be an essential guide for social science research. (shrink)

According to Longtermism, our acts’ expected influence on the expected value of the world is mainly determined by their effects in the far future. There is, given total utilitarianism, a straightforward argument for Longtermism due to the enormous number of people that might exist in the future, but this argument does not work on person-affecting views. In this paper, we will argue that these views might also lead to Longtermism if Prudential Longtermism is true. Prudential Longtermism holds for a person (...) if and only if our acts’ overall influence on that person’s expected well-being is mainly determined by the acts’ effects in the far future. We argue that (due to a small chance of anti-ageing and uploading) there could be an enormous amount of prudential value for some contemporary person in the far future and that value may be so large that it dominates their overall expectation of lifetime well-being. (shrink)

According to a prominent claim in recent epistemology, people are less likely to ascribe knowledge to a high stakes subject for whom the practical consequences of error are severe, than to a low stakes subject for whom the practical consequences of error are slight. We offer an opinionated "state of the art" on experimental research about the role of stakes in knowledge judgments. We draw on a first wave of empirical studies--due to Feltz & Zarpentine (2010), May et al (2010), (...) and Buckwalter (2010)--which cast doubt on folk stakes sensitivity, and a second wave of empirical studies--due to Pinillos (2012) and Sripada & Stanley (2012)--said to vindicate it, as well as new studies of our own. We conclude that the balance of evidence to date best supports Folk stakes insensitivity, or that all else equal, stakes do not affect knowledge ascription. (shrink)

The ecological crisis almost forces different disciplines to search together for a better world. We all share one earth: the closer we reach a certain point, the closer we come together. This places the paper amid the so-called science and religion dialogue in which theology increasingly cognises empirical research and scientific data. On the other hand, sciences are becoming increasingly aware of the need to transcend their evidential limitations to find a comprehensive paradigm. This paper will apply an exemplary methodology (...) by selecting the eco-theology of Jürgen Moltmann as a theologian who takes relevant results of scientific ecological research seriously. The Club of Rome, on the other hand, is an example of social (and natural) sciences urging to find a new inclusive paradigm for a world in peril. The juxtaposition of theology and science provides the need for a new value system emerging in social sciences. Randers makes clear that the culture of consumerism had to be replaced by cultural elements that provide substantial longer-term satisfaction and increase well-being. The latest report of the Club of Rome (2022) and Moltmann’s latest two titles on this topic (2019 and 2020) have been integrated into the argument and previous publications of the author. Contribution: This exemplary approach contributes to a scientifically grounded and biblically founded eco-theology. The two exponents of science and eco-theology provide the much-needed vocabulary for each other. The Earth Charter, one could add, provides a grammar for the engagement of eco-theology and environmental science. (shrink)

A standard liberal claim is that freedom of choice is not only instrumentally valuable but also intrinsically valuable, that is, valuable for its own sake. I argue that each one of five conditions is plausible if freedom of choice is intrinsically valuable. Yet there exists a counter-example to the conjunction of these conditions. Hence freedom of choice is not intrinsically valuable.

In a new introduction, the authors describe how science and its social context were understood when this book was first published, and how the study of the history of science has changed since then.

Spinoza and Education offers a comprehensive investigation into the educational implications of Spinoza’s moral theory. Taking Spinoza’s naturalism as its point of departure, it constructs a considered account of education, taking special care to investigate the educational implications of Spinoza’s psychological egoism. What emerges is a counterintuitive form of education grounded in the egoistic striving of the teacher to persevere and to flourish in existence while still catering to the ethical demands of the students and the greater community. -/- In (...) providing an educational reading of Spinoza’s moral theory, this book sets up a critical dialogue between educational theory and recent studies which highlight the centrality of ethics in Spinoza’s overall philosophy. By placing his work in a contemporary educational context, chapters explore a counterintuitive conception of education as an ethical project, aimed at overcoming the desire to seek short-term satisfaction and troubling the influential concept of the student as consumer. This book also considers how education, from a Spinozistic point of view, may be approached in terms of a kind of cognitive therapy serving to further a more scientifically adequate understanding of the world and aimed at combating prejudices and superstition. -/- Spinoza and Education demonstrates that Spinoza’s moral theory can further an educational ideal, where notions of freedom and self-preservation provide the conceptual core of a coherent philosophy of education. As such, it will appeal to researchers, academics and postgraduate students in the fields of philosophy of education, theory of education, critical thinking, philosophy, ethics, and Spinoza studies. (shrink)

This article examines how one of the most striking differences between the central doctrines of the Catholic Church and the secular context of Swedish society, attitudes to abortion, is managed by the Swedish church hierarchy and commentators in the official newsletter of the Catholic Church of Sweden. Using Foucauldian concepts of power, the article concludes that in its marginal position, the Catholic Church in Sweden mixes the traditional pastoral and sovereign power of the church with the way pastoral power is (...) exerted in modern society, in its efforts to continue asserting its influence over the possible courses of action for pregnant women. While traditionally abortion has been a woman’s crime, in the Swedish Catholic context it becomes rather the crime of the secular society. This means also that the image of woman as being responsible for her decisions and in need of forgiveness gives way to an image of woman as a victim in need of understanding. (shrink)

Education and Free Will critically assesses and makes use of Spinoza’s insights on human freedom to construe an account of education that is compatible with causal determinism without sacrificing the educational goal of increasing students’ autonomy and self-determination. Offering a thorough investigation into the philosophical position of causal determinism, Dahlbeck discusses Spinoza’s view of self-determination and presents his own suggestions for an education for autonomy from a causal determinist point of view. -/- The book begins by outlining the free will (...) problem in education, before expanding on a philosophical understanding of autonomy and how it is seen as an educational ideal. It considers Spinoza’s determinism and discusses his denial of moral responsibility. Later chapters consider the relationship between causal determinism and autonomy, the educational implications of understanding free will and how free will can be utilised as a valuable fiction in education. -/- This book will be of great interest to academics and postgraduate students in the field of education, especially those with an interest in moral education and philosophy of education. It will also be of interest to those in the fields of philosophy and psychology and specifically those focusing on the free will problem, on Spinoza studies, and on the relation between moral psychology and external influence. (shrink)

This book is a philosophical enquiry into the educational consequences of Spinoza’s political theory. Spinoza’s political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, this book aims to introduce the reader to Spinoza’s original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being (...) carefully tailored and adjusted to the natural limitations of human reason. -/- Readers will benefit from a succinct introduction to Spinoza’s political philosophy and from an account of civic education that is based on careful exegetical work. It draws conclusions only hinted at in Spinoza’s own writings. (shrink)

In this dialogue Thomas A and Jeito intuitively discuss the difference between a miracle and a fact. They conclude that the doings of God aren’t miracles.

In this dialogue Zhuangzi and Jacob discuss nothing and something and their relation with God.

This book develops a view of logic as a theory of information-driven agency and intelligent interaction between many agents - with conversation, argumentation and games as guiding examples. It provides one uniform account of dynamic logics for acts of inference, observation, questions and communication, that can handle both update of knowledge and revision of beliefs. It then extends the dynamic style of analysis to include changing preferences and goals, temporal processes, group action and strategic interaction in games. Throughout, the book (...) develops a mathematical theory unifying all these systems, and positioning them at the interface of logic, philosophy, computer science and game theory. A series of further chapters explores repercussions of the 'dynamic stance' for these areas, as well as cognitive science. (shrink)

Quantum mechanics seems to portray nature as nonseparable, in the sense that it allows spatiotemporally separated entities to have states that cannot be fully specified without reference to each other. This is often said to implicate some form of “holism.” We aim to clarify what this means, and why this seems plausible. Our core idea is that the best explanation for nonseparability is a “common ground” explanation, which casts nonseparable entities in a holistic light, as scattered reflections of a more (...) unified underlying reality. (shrink)

The purpose of this article is to add to the debate on the normative status and legitimacy of indoctrination in education by drawing on the political philosophy of Benedict Spinoza (1632–1677). More specifically, I will argue that Spinoza’s relational approach to knowledge formation and autonomy, in light of his understanding of the natural limitations of human cognition, provides us with valuable hints for staking out a more productive path ahead for the debate on indoctrination. This article combines an investigation into (...) the early modern history of political ideas with a philosophical inquiry into a persistent conceptual problem residing at the heart of education. As such, the aim of the article is ultimately to offer an account of indoctrination less fraught with the dangers of epistemological and political idealism that often haunt rival conceptions. (shrink)

Enacting an AI system typically requires three iterative phases where AI engineers are in command: selection and preparation of the data, selection and configuration of algorithmic tools, and fine-tuning of the different parameters on the basis of intermediate results. Our main hypothesis is that these phases involve practices with ethical questions. This paper maps these ethical questions and proposes a way to address them in light of a neo-republican understanding of freedom, defined as absence of domination. We thereby identify different (...) types of responsibility held by AI engineers and link them to concrete suggestions on how to improve professional practices. This paper contributes to the literature on AI and ethics by focusing on the work necessary to configure AI systems, thereby offering an input to better practices and an input for societal debates. (shrink)

The article is authored by the Dean of Faculty of Theology at the University of Pretoria, celebrating the Faculty’s centenary in 2017. The exposition of the argument is unfolded on the basis of Ricoeur’s threefold mimesis of prefiguration, configuration and reconfiguration. The earliest decisive statement with regard to the nature of the Faculty, and which is eagerly pursued, was made by the Rev. M.J. Goddefroy in 1888, epitomising theological training as of academic deference, that is as a Faculty at a (...) university and not a seminary. This has been the fibre of Theology at the University of Pretoria and intellectual inquiry is an uncompromised value. The article is a critical reflection on the past century and an orientation towards the next hundred years, identifying the essence of what a real Pretoria Model could and should be and looking ahead to the next century. ‘History is not a destination, but an orientation’, sounds like a refrain in the article. The enterprise is contextual with regard to time and space. The assessment is subsequently done in terms of this continent and this century, that is Africa and the 21st century. The conclusion of the article is that the Pretoria Model fills a unique niche in theological inquiry at public universities competing for a position among the top 500 on the ranking of world universities. (shrink)

This book is a philosophical enquiry into the educational consequences of Spinoza’s political theory. Spinoza’s political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, the book aims to introduce the reader to Spinoza’s original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being (...) carefully tailored and adjusted to the natural limitations of human reason. This author-meets-critics includes scholars in philosophy, education and Spinoza studies. (shrink)

When do the folk think that mereological composition occurs? Many metaphysicians have wanted a view of composition that fits with folk intuitions, and yet there has been little agreement about what the folk intuit. We aim to put the tools of experimental philosophy to constructive use. Our studies suggest that folk mereology is teleological: people tend to intuit that composition occurs when the result serves a purpose. We thus conclude that metaphysicians should dismiss folk intuitions, as tied into a benighted (...) teleological view of nature. (shrink)

Suppose that you prefer A to B, B to C, and C to A. Your preferences violate Expected Utility Theory by being cyclic. Money-pump arguments offer a way to show that such violations are irrational. Suppose that you start with A. Then you should be willing to trade A for C and then C for B. But then, once you have B, you are offered a trade back to A for a small cost. Since you prefer A to B, you (...) pay the small sum to trade from B to A. But now you have been turned into a money pump. You are back to the alternative you started with but with less money. This Element shows how each of the axioms of Expected Utility Theory can be defended by money-pump arguments of this kind. The Element also defends money-pump arguments from the standard objections to this kind of approach. This title is also available as Open Access on Cambridge Core. (shrink)

This article turns to the neglected pedagogical concept of ingenium in order to address some shortcomings of the admiration–emulation model of Linda Zabzebski’s influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of ingenium such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives. This will set the stage for the next part, looking (...) at how early modern philosopher Benedict Spinoza adopts a Vivesian notion of ingenium, adjusting it so as to fit into the setting of his political theory. Next, I will turn to Spinoza’s use of the concept of ingenium in relation to his portrayal of exemplary persons, offering a pedagogical model of moral exemplarism that can counter some of the perceived problems of the admiration–emulation model as it highlights the necessary fallibility of efficient exemplars as well as acknowledges the socio-political dimension of emotions. Finally, I will lay out some preliminary consequences for educational theory, hoping to offer a way of reconciling moral exemplarism with a more realistic pedagogical and psychological framework. (shrink)