In Book II of the Republic, Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the `true city ' and the `healthy one'. Nearly all commentators have argued that Socrates' praise of the city cannot be taken at face value, claiming that it does not represent Socrates' preferred community. The point of this paper is to argue otherwise. The claim (...) is that Socrates genuinely believes the city is a healthy and desirable city, and that he believes that the First City is in fact superior to the Kallipolis. (shrink)

In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...) may actually encourage the charge of relativism, especially when it comes to his appropriation of perspectivism for education. This article proposes to pick up where Ramaekers left off. It will argue that Nietzsche's denial of the opposition between the 'true' world and the 'seeming' world opens up the possibility for the reestablishment of truth, albeit in a modified form. After examining Nietzsche's modified 'realist' epistemology, the paper will explore the implications of it for his philosophy of education. It will be argued that Nietzsche's educational philosophy is founded on his concept of perspectivism in so far as he demands that students be rigorously inculcated into a pedagogical framework that teaches students to discriminate between 'true' and 'false' perspectives. This framework is essential for the development of an intellectually robust and life-affirming culture. (shrink)

In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche’s concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers’ article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...) may actually encourage the charge of relativism, especially when it comes to his appropriation of perspectivism for education. This article proposes to pick up where Ramaekers left off. It will argue that Nietzsche’s denial of the opposition between the ‘true’ world and the ‘seeming’ world opens up the possibility for the reestablishment of truth, albeit in a modified form. After examining Nietzsche’s modified ‘realist’ epistemology, the paper will explore the implications of it for his philosophy of education. It will be argued that Nietzsche’s educational philosophy is founded on his concept of perspectivism in so far as he demands that students be rigorously inculcated into a pedagogical framework that teaches students to discriminate between ‘true’ and ‘false’ perspectives. This framework is essential for the development of an intellectually robust and life-affirming culture. (shrink)

Discussing Plato's views on knowledge, recollection, dialogue, and epiphany, this ambitious volume offers a systematic analysis of the ways that Platonic approaches to education can help students navigate today's increasingly complex moral environment. Though interest in Platonic education may have waned due to a perceived view of Platonic scholarship as wholly impractical, this volume addresses common misunderstandings of Plato's work and highlights the contemporary relevance of Plato's ideas to contemporary moral education. Building on philosophical interpretations, the book argues persuasively that (...) educators might employ Platonic themes and dialogue in the classroom. Split into two parts, the book looks first to contextualise Plato's theory of moral education within political, ethical, and educational frameworks. Equipped with this knowledge, part two then offers contemporary educators the strategies needed for implementing Plato's educational theory within the pluralistic, democratic classroom setting. A Platonic Theory of Moral Education will be of interest to academics, researchers, and post-graduate students in the fields of: ethics; Plato scholarship; moral psychology; educational foundations; and the philosophy of education. This book would also benefit graduate students and scholars in teacher education. Mark E. Jonas is Professor of Education and Professor of Philosophy at Wheaton College, US. Yoshiaki Nakazawa is Assistant Professor of Education at University of Dallas, US. (shrink)

In this essay, we outline the central thesis of our recent book: A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms. We argue that the ethical, epistemological, political, and metaphysical doctrines typically attributed to Plato are not doctrines Plato holds, or at least are not doctrines that he holds in the way he is interpreted to have done. We claim that if we understand Plato’s relationship to these supposed doctrines better, we would discover that Plato’s views are (...) not wildly implausible or ill-suited for contemporary democracies and the schooling they provide for their children. Rather, they are plausible and well-suited to contemporary democratic education. This essay briefly outlines some of our reasons for holding this position. (shrink)

This paper examines the ethical aspects of organ transplant surgery in which a donor heart is transplanted from a first recipient, following determination of death by neurologic criteria, to a second recipient. Retransplantation in this sense differs from that in which one recipient undergoes repeat heart transplantation of a newly donated organ, and is thus referred to here as “reuse cardiac organ transplantation.” Medical, legal, and ethical analysis, with a main focus on ethical analysis. From the medical perspective, it is (...) critical to ensure the quality and safety of reused organs, but we lack sufficient empirical data pertaining to medical risk. From the legal perspective, a comparative examination of laws in the United States and Japan affirms no illegality, but legal scholars disagree on the appropriate analysis of the issues, including whether or not property rights apply to transplanted organs. Ethical arguments supporting the reuse of organs include the analogous nature of donation to gifts, the value of donations as inheritance property, and the public property theory as it pertains to organs. Meanwhile, ethical arguments such as those that address organ recycling and identity issues challenge organ reuse. We conclude that organ reuse is not only ethically permissible, but even ethically desirable. Furthermore, we suggest changes to be implemented in the informed consent process prior to organ transplantation. The organ transplant community worldwide should engage in wider and deeper discussions, in hopes that such efforts will lead to the timely preparation of guidelines to implement reuse cardiac organ transplantation as well as reuse transplantation of other organs such as kidney and liver. (shrink)

生物学者と哲学者が西田哲学を共通項に生命について徹底的に考え抜く。時間論を経て知の統合に向かう碩学2人による記念碑的対話。.

世界は存在するのか、しないのか。生命とは、人間とは何か―西田幾多郎の哲学は世界のあり方を根源から問う実在論であった。行為的直観、自覚、絶対無の場所、絶対現在、永遠の今、絶対矛盾的自己同一といった西田独 自の概念を、生命論を手がかりに考察することを通して西田哲学と一体化しつつ、自身の思索を深化させる池田哲学の真骨頂が展開する。ピュシス(自然)の発する声に耳を傾けた、『福岡伸一、西田哲学を読む』の続編。 .

フェミニズム、環境批評、ポストヒューマン、精神分析、ポストコロニアリズム...多彩なトピックから文学の可能性に飛び込もう!読むことの基礎と批評理論の現在が学べるキーワード集。.

This paper points out an error of Parigot’s proof of strong normalization of second order classical natural deduction by the CPS-translation, discusses erasing-continuation of the CPS-translation, and corrects that proof by using the notion of augmentations.

This paper introduces an agent system for supporting user's dairy work on the Internet like a secretary. In this system, an agent is assigned to a user, and receives requests from the user or other agents. Since there are various kinds of requests, it is difficult to prepare a complete set of request-handling rules in advance. In order to handle various requests, the agent uses Case Based Reasoning (CBR), which is an approach to solve a problem by referring old cases. (...) Requests and cases are described as XML documents, that are easily understandable for both the user and agent, because the agent needs to interact with them. Describing documents in XML enables an agent to match a request and a case more exactly. This agent consists of a request receipt module, planning module, executing module, and case storage module. The request receipt module receive a request from the user or other agents. The request is described as a XML document by interacting with the user. The planning module searches an old case similar to the request, and generates a sequence of basic operations as a plan by referring the case. The executing module executes the plan. If the agent fails to execute a basic operation or requires user's instruction, then it carries out the plan by interacting with the user. The case storage module stores the new case with user's evaluation score into the case base. The experimental results shows that increase in the number of cases raises a proposal rate and accuracy rate. However, too many cases may cause decline in the accuracy rate by inconsistency of user's evaluation. (shrink)

大東亜戦争後の世界は誰が引き継ぐのか。「漫然と世界の長」たるアメリカ発のグローバリゼーションの無思想性を超克し、来るべき地球時代の新ビジョンを示す。.

ヨーロッパの“美”と日本の“うつくしさ”の邂逅―それは単に比較文明の問題ではない。両者の邂逅に、西洋形而上学が形而上学=美学の歴史であった所以が立ち現われるなか、“あるがまま”という“うつくしさ”の存 在論が、ヨーロッパの存在論の忘れられた根底と呼び合う。.

Societies of the East are often contrasted with those of the West in their stances toward technology. This paper explores these perceived differences in the context of international ethics guidance for artificial intelligence (AI) and robotics. Japan serves as an example of the East, while Europe and North America serve as examples of the West. The paper’s principal aim is to demonstrate that Western values predominate in international ethics guidance and that Japanese values serve as a much-needed corrective. We recommend (...) a hybrid approach that is more inclusive and truly ‘international’. Following an introduction, the paper examines distinct stances toward robots that emerged in the West and Japan, respectively, during the aftermath of the Second World War, reflecting history and popular culture, socio-economic conditions, and religious worldviews. It shows how international ethics guidelines reflect these disparate stances, drawing on a 2019 scoping review that examined 84 international AI ethics documents. These documents are heavily skewed toward precautionary values associated with the West and cite the optimistic values associated with Japan less frequently. Drawing insights from Japan’s so-called ‘moonshot goals’, the paper fleshes out Japanese values in greater detail and shows how to incorporate them more effectively in international ethics guidelines for AI and robotics. (shrink)

This paper applies Dehornoy et al.’s Z theorem and its variant, called the compositional Z theorem, to prove confluence of Parigot’s \-calculi extended by the simplification rules. First, it is proved that Baba et al.’s modified complete developments for the call-by-name and the call-by-value variants of the \-calculus with the renaming rule, which is one of the simplification rules, satisfy the Z property. It gives new confluence proofs for them by the Z theorem. Secondly, it is shown that the compositional (...) Z theorem can be applied to prove confluence of the call-by-name and the call-by-value \-calculi with both simplification rules, the renaming and the \-rules, whereas it is hard to apply the ordinary parallel reduction technique or the original Z theorem by one-pass definition of mappings for these variants. (shrink)