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)

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)

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)

Kant's concept of sensuality, one of the revolutionary innovations of his philosophy, is anything but self-evident. It was however not recognized as a problem until it had been established how its specific aspects differ from the customary linguistic usage and the use of the term in the 18th century. The analysis of sources from the history of concepts which have hardly been considered up to now, the discussion of specific problems connected to Kant's language regulation and the examination of the (...) Latin source material show that there is a need for the revision of certain aspects. This applies not only to the history of the term sensuality but also to the lexicography which has been corrected and supplemented. In addition to the information for the history of aesthetics, this work makes an important contribution to determining the correct date of Kant's handwritten reflections. Kants Verstandnis von Sinnlichkeit, eine der umsturzenden Neuerungen seiner Philosophie, ist alles andere als selbstverstandlich. Als Problem erkennbar wird es jedoch erst dann, wenn herausgearbeitet wird, wie sich seine spezifischen Momente von dem im 18. Jahrhundert ublichen Sprach- und Begriffsgebrauch unterscheiden. Die Analyse von begriffsgeschichtlich bisher kaum berucksichtigten Quellen, die Erorterung der Sachprobleme, die mit der wohluberlegten Sprachregelung Kants verbunden sind, und die Untersuchung der lateinischen Vorlagen ergeben manchen Revisionsbedarf. Betroffen sind sowohl die Geschichte des Begriffs der 'Sinnlichkeit', als auch die Lexikographie, die korrigiert und erganzt wird. Neben Aufschlussen fur die Geschichte der deutschen Asthetik leistet die Arbeit einen wichtigen Beitrag zur richtigen Datierung von Kants handschriftlichen Reflexionen aus dem Nachlass. (shrink)

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)

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)

This paper aims to analyze the idea of randomness in Greek philo-sophy since Empedocle to Plato to show determinism as unavoidable companion of most deterministic doctrines. Despite their adherence to determinism, even Plato and Aristotle introduce randomness to account for the various forms of reality, following so Empedocle and the atomists. There are as many contentions for randomness as for necessity in Greek and Latin thought.

This paper aims to investigate the current state of play on Environmental Social and Governance (ESG) integration and check the validity of the current metrics system by assessing if it will survive the COVID-19 crisis. By adopting a qualitative research approach through semi-structured anonymous interviews with 14 senior managers of six European listed companies we use a framework by assessing the mechanisms of reactivity on the effectiveness of ESG measures in times of COVID-19. By interpreting the practitioners’ points of view (...) through the lens of the sociological framework by Espeland and Sauder (Am J Sociol 113:1–40, 2007) our findings show different mechanisms of reactivity by companies on the effectiveness of ESG measures in times of COVID-19, i.e., active and passive conformity and active resistance. We also identified the main Corporate Social Responsibility (CSR) institutional factors that affect managers’ reactivity. An extensive re-formulation of the ESG metrics is required in the light of times of crisis, given that accountability and transparency are strongly linked to quantitative measures which can play a critical role in the financial system and investors’ engagement. Particularly, the strict distinction between “E”, “S” and “G” issues should be abandoned claiming a different holistic re-design of sustainability measures by considering the increasing relevance of the Social dimension in time of COVID-19. This study provides a valuable contribution to the existing literature on the measurement of sustainability within the link of accountability and crisis by highlighting new corporate needs to re-design the ESG metrics system. (shrink)

What follows is the elaboration of a series of discussions held by the two authors at a seminar during which we tried to “read” Wim Wenders's Lisbon Story starting from Gregory Bateson's double bind theory. These discussions then developed into writings that were intertwined, hybridized, corrected, extended, and cut. We experimented directly with the game of relationships, the “mess that works” of the difficult distinction between map and territory, between epistemology and cinematography. Emerging from general considerations on cinema is the (...) double bind of the “crisis” of images, a prelude to a renewed faith in the creative and constructive possibilities of art: image not as a replica but as the experience of a relationship. (shrink)

This paper proves the strong normalization of classical natural deduction with disjunction and permutative conversions, by using CPS-translation and augmentations. Using them, this paper also proves the strong normalization of classical natural deduction with general elimination rules for implication and conjunction, and their permutative conversions. This paper also proves that natural deduction can be embedded into natural deduction with general elimination rules, strictly preserving proof normalization.

In this article, we perform a thought experiment about living donor kidney transplantation. If a living kidney donor becomes in need of renal replacement treatment due to dysfunction of the remaining kidney after donation, can the donor ask the recipient to give back the kidney that had been donated? We call this problem organ restitution and discussed it from the ethical viewpoint. Living organ transplantation is a kind of ‘designated donation’ and subsequently has a contract-like character. First, assuming a case (...) in which original donor wishes the return of the organ which had been transplanted into B, and the original recipient agrees, organ restitution will be permissible based on contract-like agreement. However, careful and detailed consideration is necessary to determine whether this leaves no room to question the authenticity of B’s consent. Second, if B offers to give back the organ to A, then B’s act is a supererogatory act, and is praiseworthy and meritorious. Such an offer is a matter of virtue, not obligation. Third, if A wishes B to return the organ, but B does not wish/allow this to happen, it is likely difficult to justify returning the organ to A by violating B’s right to bodily integrity. But B’s refusal to return the donated organ cannot be deemed praiseworthy, because B forgets the great kindness once received from A. Rather than calling this an obligation, we encourage B to consider such virtuous conduct. (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)

This paper gives new confluence proofs for several lambda calculi with permutation-like reduction, including lambda calculi corresponding to intuitionistic and classical natural deduction with disjunction and permutative conversions, and a lambda calculus with explicit substitutions. For lambda calculi with permutative conversion, naïve parallel reduction technique does not work, and traditional notion of residuals is required as Ando pointed out. This paper shows that the difficulties can be avoided by extending the technique proposed by Dehornoy and van Oostrom, called the Z (...) theorem: existence of a mapping on terms with the Z property concludes the confluence. Since it is still hard to directly define a mapping with the Z property for the lambda calculi with permutative conversions, this paper extends the Z theorem to compositional functions, called compositional Z, and shows that we can adopt it to the calculi. (shrink)

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.

AbstractThe Belmont Report continues to be held in high regard, and most bioethical analyses conducted in recent years have presumed that it affects United States federal regulations. However, the assessments of the report’s creators are sharply divided. Understanding the historic reputation of this monumental report is thus crucial. We first recount the historical context surrounding the creation of this report. Subsequently, we review the process involved in developing ethical guidelines and describe the report’s features. Additionally, we analyze the effect of (...) unfolding events on the subsequent creation of federal regulations, especially on gene therapy clinical trials. Moreover, throughout this paper we evaluate the ethical principles outlined in this report and describe how they overlap with the issue of protecting socially vulnerable groups. Based on the analysis, we conclude that the features of the Belmont Report cannot be considered as having affected the basic sections of the federal regulations for ethical reviews that were made uniform in 1981. Nevertheless, regarding the regulations on gene therapy clinical trials—which were at first expected to be applicable to research involving children—in addition to implementing policies regarding the public review of protocols that passed ethical review, this report’s principles are clearly reflected in the key notes that should have been referred to when the report was created. (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)

The limits of Taylorism are alive and well in today's manufacturing systems. Automation does have to constrain human ability creativity, judgement and skill, and undermine human dignity. The paper presents an interactive concept of manufacturing. “Human-Oriented Manufacturing Systems” (HOMS), which aims to achieve high flexibility and quality of production while creating an environment for happy working and joyful living.

As to the primary morphogenesis which occurred after the origin of life, two conditions are considered. It must be a non-specific pattern. It must be one of the simplest patterns.The above conditions are satisfied by the morphogenetic polarity. Actually, the simplest polar pattern is divided into two classes. The first of these is represented by a regional protrusion of the surface of a sphere , and the second by a regional inversion . That means that the first morphogenesis might take (...) place towards two directions: regional protrusion and regional inversion of the globular organism. Both of them might be conditioned by the appearance of protoplasmic polarity. (shrink)

This paper gives the strong reduction of the combinatory calculus SCL, which was introduced as a combinatory calculus corresponding to the untyped Lambda-mu calculus. It proves the confluence of the strong reduction. By the confluence, it also proves the conservativity of the extensional equality of SCL over the combinatory calculus CL, and the consistency of SCL.

In organ transplantation, there is a lack of ethical discussion about the recipient’s right not to receive a transplant. Using the current situation of living organ transplantation and deceased organ transplantation in Japan as an example, we prospectively discussed to what extent the recipient’s right not to receive a transplant is ethically acceptable. In directed transplantation from a living donor, a recipient may refuse organ donation from a particular donor. It is preferable that a recipient’s request for organ donation from (...) a donor occurs as part of a transparent process. In nondirected transplantation from a deceased donor, refusal of transplantation from a particular type of donor appears potentially justifiable. There are both moral and pragmatic considerations. Certain refusals based solely on belief are morally unacceptable, and refusal to transplant a recipient based on the donor’s age jeopardizes the entire transplant system. When religious beliefs affect mental and physical health, individualized measures are required for transplant rejection. We also deductively developed a prospective argument based on the current status of donor–recipient communication in living organ transplantation in Japan and the 2010 amendment of the law allowing relatives to be given priority in organ transplantation from deceased donors. (shrink)