Not all truths are on a par. The realm of truths is structured: some propositions are only true because others are. The relation that endows the realm of truths with this structure is often called grounding. Grounding has achieved much attention in 21st century metaphysics, but the topic is arguably as old as philosophy itself. -/- This becomes apparent when investigating the works of the 19th-century philosopher Bernard Bolzano, who developed what is perhaps the first comprehensive theory of grounding, drawing (...) on a rich tradition that goes back to Aristotle’s Posterior Analytics. Roski’s book provides, for the first time, a comprehensive study of Bolzano’s theory of grounding in its entirety, paying more attention than previous studies to the interaction between grounding and the consequence-relation of deducibility. -/- . (shrink)

Transhumanism : in a nutshell -- On a silicon-based transhumanism -- On a carbon-based transhumanism -- A fictive ethics -- The end of the beginning.

Bostrom rejects Nietzsche as an ancestor of the transhumanist movement, as he claims that there were merely some “surface-level similarities with the Nietzschean vision” (Bostrom 2005a, 4). In contrast to Bostrom, I think that significant similarities between the posthuman and the overhuman can be found on a fundamental level. In addition, it seems to me that Nietzsche explained the relevance of the overhuman by referring to a dimension which seems to be lacking in transhumanism. In order to explain my position, (...) I will progress as follows. First, I will compare the concept of the posthuman to that of Nietzsche’s overhuman, focusing more on their similarities than their differences. Second, I will contextualise the overhuman in Nietzsche’s general vision, so that I can point out which dimension seems to me to be lacking in transhumanist thought. (shrink)

This paper examines women’s experiences with decision-making about non-invasive prenatal testing (NIPT). Such tests offer knowledge about chromosomal disorders early in pregnancy, without the risk of miscarriage associated with invasive procedures such as amniocentesis. Based on qualitative interviews with women in Germany who used, or declined, NIPT, we show how some women, who would not consider amniocentesis due to the risk of miscarriage, welcome the knowledge provided by, and the additional agency resulting from, NIPT. For others, declining the offer to (...) “know more” becomes increasingly difficult to articulate. The absence of risk strips women of a “good reason” to justify their decision not to test, thus implicitly challenging their “right not to know.” Moreover, NIPT heightens moral dilemmas within relationships with partners, existing children, and sometimes other close relatives. While clinically “non-invasive,” we argue that NIPT changes decision-making in an ethically and socially highly significant way. (shrink)

Volume 19, Issue 10, October 2019, Page 90-92.

I am focusing here on the main counterarguments that were raised against a thesis I put forward in my article “Nietzsche, the Overhuman, and Transhumanism” (2009), namely that significant similarities can be found on a fundamental level between the concept of the posthuman, as put forward by some transhumanists, and Nietzsche’s concept of the overhuman. The articles with the counterarguments were published in the recent “Nietzsche and European Posthumanisms” issue of The Journal of Evolution and Technology (January-July 2010). As several (...) commentators referred to identical issues, I decided that it would be appropriate not to respond to each of the articles individually, but to focus on the central arguments and to deal with the counterarguments mentioned in the various replies. I am concerned with each topic in a separate section. The sections are entitled as follows: 1. Technology and evolution; 2. Overcoming nihilism; 3. Politics and liberalism; 4. Utilitarianism or virtue ethics?; 5. The good Life; 6. Creativity and the will to power; 7. Immortality and longevity; 8. Logocentrism; 9. The Third Reich. When dealing with the various topics, I am not merely responding to counterarguments; I also raise questions concerning transhumanism and put forward my own views concerning some of the questions I am dealing with. (shrink)

In recent years, interest in pre-reflective self-consciousness has increased significantly. One of the central points of inquiry is whether pre-reflective self-consciousness ubiquitously accompanies phenomenal consciousness. This paper explores a phenomenological justification for the thesis that pre-reflective self-consciousness ubiquitously accompanies phenomenal consciousness. Allegedly, the ubiquity of pre-reflective self-consciousness can be proved on the basis of phenomenological description. The aim of this paper is to develop a new objection against this justification of the ubiquity thesis.

Was Marxism a variety of German Idealist self-actualization in economic form? A deeply flawed blueprint for social engineering? A catechism for post-colonial insurgencies? the intellectual foundations of modern social democracy? In this wide ranging summation, Sullivan tackles the multi-tentacled reach of Marx's legacy, and explores both the limits and the lasting significance of his ideas. Structured around three obstacles to freedom - poverty, corruption and banality - the work engages both Marx and his critics in addressing unresolved issues of the (...) current social and political order. As such, the work, after two introductory chapters, leaves behind Marxology and its familiar cast of characters (Bernstein, Kautsky, Adorno, Lukacs, Fanon, Horkheimer, Marcuse, etc.) to address both neo-Marxist and non-Marxist interpretations of these obstacles. These include growth-led poverty alleviation, human capital theory, current debates on rent-seeking and public choice theory, weaknesses in Frankfurt School approaches to mass culture, and emerging trends in cyberspace and leisure consumption. Marx for a Post-Communist Era is credited as a foundational theoretical source in a wide range of contemporary studies. Some examples include a government-sponsored anti-corruption report in Peru, a study of neoliberalism and education reform in the UK, and an urban planning essay on museum spaces and the public good. (shrink)

In this paper we explore a new way to deal with social inequality and injustice in an educational way. We do so by offering a particular reading of a scene taken from Minnelli's film The Band Wagon which is often regarded as overly western-centred and racist. We argue, however, that the way in which words and movements in this scene function are expressive of an event that can be read as a new beginning and that it is for this reason (...) in and of itself educational. By drawing on Agamben's and Cavell's insights on childhood and what it means to acquire a language, we argue that in this scene a form of childhood is displayed which denotes a general condition for education to take place in children and grown-ups alike. Hence, education can be understood as a interruption of existing power structures and as a transformation of one's existence. (shrink)

Recently several educational theorists have argued for the incorporation of a scepticism of a postmodern kind into educational theory and into educational research more specifically. Their understanding of postmodernism in terms of scepticism harbours much potential, but to avoid confusion and misunderstanding it is of importance that the ‘scepticism’ associated with postmodernism is distinguished from traditional philosophical scepticism, be it as part of the very process of theoretical scrutiny or as a challenge towards its results. In this paper it will (...) be argued that the interest of postmodernist ‘scepticism’ lies not in a quest for ever more certainty but rather in the way it moves beyond both foundationalism and philosophical scepticism. This will be elaborated from the point of view of a Wittgensteinian understanding of theoretical scrutiny (as found in On Certainty). This opens up the possibility of shedding light on postmodernist ‘scepticism’ in educational theory in terms of an aesthetic distance towards what is reflected upon. (shrink)

I propose to show that any direct moral bioenhancement procedures that could be realized within a relatively short period of time are not realistic options. This does not have to worry us; however; because alternative options for promoting morality are available. Consequently; moral bioenhancement is not an option for dealing successfully with the increased potential destructiveness of contemporary technologies within a short-term framework; i.e. within this century. In what follows; I will explain why this is the case; and why; contrary (...) to Ingmar Persson and Julian Savulescu; I think this need not worry us too much. In section 1.; I will critically analyze moral bioenhancement by means of citalopram; aimed at reducing the tendency to harm others directly. I give this prominence because it could be a practical option for altering human emotions and dispositions – to my mind; it seems the most promising practical option in this field. In later sections; I will consider other means of realizing moral bioenhancement; since the first option does not do the job it is supposed to; and because Persson and Savulescu are concerned with alternative approaches. (shrink)

In much educational theory there is concern about claims that the concept of truth has no place anymore in educational thinking. These claims are generally identified as ‘postmodernist’ or ‘poststructuralist’. The fear is that when abandoning the quest for truth we enter the domain of mere belief, and in this way leave education without firm grounds. In this article I examine some examples of what is often crudely lumped together as ‘postmodernist’ educational research. What is at stake here, I argue, (...) is not so much a rejection of the quest for truth as rather a shift of focus to a different set of questions and interests: for example, existential questions. Against the contemporary, dominant focus on evidence-based practice, which conceals the person behind the method (textbook, rules, techniques), here the embodied person with her individual investment in education is brought into the light again. (shrink)

Examines widespread myths about transhumanism and explores the most pressing ethical issues in the debate over technologically assisted human enhancement.

As false information may spread rapidly on social media, a profound understanding of how it can be debunked is required. This study offers empirical insights into the development of rumors after they are debunked, the various user groups who are involved in the process, and their network structures. As crisis situations are highly sensitive to the spread of rumors, Twitter posts from during the 2017 G20 summit are examined. Tweets regarding five rumors that were debunked during this event were manually (...) coded into the following categories: rumor, debunking message, uncertainty about rumor, uncertainty about debunking message, and others. Our findings show that rumors which are debunked early and vehemently by official sources are the most likely to be stopped. When individuals participate in the process, they typically do so by sharing uncommented media content, as opposed to contributing user-generated content. Depending on the conditions in which a rumor arises, different network structures can be found. Since some rumors are easier for individuals to verify than others, our results have implications for the priorities of journalists and official sources. (shrink)

Recently several educational theorists have argued for the incorporation of a scepticism of a postmodern kind into educational theory and into educational research more specifically. Their understanding of postmodernism in terms of scepticism harbours much potential, but to avoid confusion and misunderstanding it is of importance that the ‘scepticism’ associated with postmodernism is distinguished from traditional philosophical scepticism, be it as part of the very process of theoretical scrutiny or as a challenge towards its results. In this paper it will (...) be argued that the interest of postmodernist ‘scepticism’ lies not in a quest for ever more certainty but rather in the way it moves beyond both foundationalism and philosophical scepticism. This will be elaborated from the point of view of a Wittgensteinian understanding of theoretical scrutiny (as found in On Certainty). This opens up the possibility of shedding light on postmodernist ‘scepticism’ in educational theory in terms of an aesthetic distance towards what is reflected upon. (shrink)

To understand Nietzsche's view of education requires us to grasp the importance Nietzsche attaches to being embedded in a particular historical and cultural frame. Education is, at least in the early stages, a matter of teaching the child to see and to value particular things or, in Nietzsche's way of putting this, teaching the child to lie. Here I develop an interpretation contrary to those who emphasise Nietzsche's radical individualism and thus view his Overman in subjectivistic terms. I argue that (...) Nietzsche's most important lesson is not that we are to create anything radically new, but rather that we are to take up a serious engagement with respect to what we stand for. (shrink)

Habermas has criticized the position that educational and genetic enhancements are parallel events. I; on the other hand; will provide reasons for the position that there is a structural analogy between educational and genetic enhancement such that the moral evaluation of these two procedures should be seen as analogous; too. I will show that an affirmation of educational enhancement suggests an affirmation of genetic enhancement. In addition; I offer reasons why both types of enhancement ought to be affirmed. I will (...) progress as follows. First; I will explain the relevance of the question by considering transhumanism and posthumanism. Both are contemporary philosophical and cultural movements in which the question concerning enhancement is central. Second; I will compare educational and genetic enhancement; showing that Habermas’ arguments concerning their relationship are implausible. In the conclusion; I will refer to the relevance of this insight to the future of education; when the humanities will need to be transformed into metahumanities. (shrink)

This is the first volume of essays on Berkeley's Three Dialogues, a classic of early modern philosophy. Leading experts cover all the central issues in the text: the rejection of material substance, the nature of perception and reality, the limits of human knowledge, and the perceived threats of skepticism, atheism, and immorality.

Adventure -- Call -- Brother paul -- Transgression -- Two loves -- Freedom -- Interlude -- Freedom again -- Between Heidegger and Derrida -- Dancing in the void -- The advent of weak theology -- Kingdom.

Ethics and Education, Volume 6, Issue 2, Page 101-108, July 2011.

In this article I seek to explain Hegel’s significance to contemporary meta-ethics, in particular to Kantian constructivism. I argue that in the master–slave dialectic in the Phenomenology of Spirit, Hegel shows that self-consciousness and intersubjectivity arise at the same time. This point, I argue, shows that there is no problem with taking other people’s reasons to motivate us since reflection on our aims is necessarily also reflection on the needs of those around us. I further explore Hegel’s contribution to the (...) debate about internal and external reasons. I end by arguing that we should understand reasons as historically constructed in the sense that who counts as an intrinsic bearer of value changes over time. I thus argue that the struggle for recognition is in fact the beginning of the long march toward the idea of recognition and the Kantian kingdom of ends. This march, however, is driven by the need to overcome injustice as it is instantiated at the beginning of history by the master’s absolute domination of the slave. (shrink)

Sullivan surveys the philosophical problem-areas surrounding multiculturalism as an ideology of group-identity. While endorsing the claims of underrepresented minorities for recognition, the article sides with traditionalists in prioritizing the autonomy of the self-fashioning individual over ethnic or cultural affiliations. The multicultural challenge to Western logocentrism, its assertion of the implicit power structures embedded in truth claims, and the excesses of postmodern relativism are all subjected to measured criticism. Finally, the essay examines Habermas' role in postwar Germany's embrace of multiculturalism as (...) a national platform of reinvention, and as a means to negate the trauma of the monocultural chauvinism of the Nazi era. However, Sullivan argues, it has taken cosmopolitanism too far. While post-national strategies such as Habermas' Verfassungspatriotismus are well-intentioned, they are ultimately too sterile, universalist and abstract, to satisfy a deep human need for belonging, rooted in a common cultural heritage. -/- All rights reserved. For permission to reprint please contact Rowman & Littlefield. (shrink)

People with neurodevelopmental disorders are often considered unsuitable or incapable of working in open employment. When employment is available, tasks are often limited, and opportunities for career development are restricted. Policy and funding constraints leave people with disabilities without an opportunity to develop skills due to the additional time and costs for employers. To overcome these barriers, virtual environments have been proposed as a safe and reliable solution for training. An important prerequisite for a wider uptake of training in virtual (...) environments are demonstrations that the training leads to improved performance in the real world. This is particularly true for people with neurodevelopmental disorders, as transferring learnings from one context to another can be challenging. A systematic review was conducted to assess whether training in virtual environments can be used to improve real-world vocational skills in people with neurodevelopmental disorders. After a systematic search in six databases, eight out of the initially identified 1,806 articles met the inclusion criteria. The findings from these eight studies demonstrate that people with neurodevelopmental disorders can transfer vocational skills from virtual environments to real-world settings. With substantial technological improvements, a surge in accessibility, and improved affordability, there is a need to build upon the promising results identified in this review. (shrink)

Die dezentrale Technologie der Blockchains verspricht durch ihre spezifische Netzwerk- Architektur ihren Nutzern sowohl mehr Freiheit und Autonomie als auch mehr Sicherheit und Transparenz. Damit wurden Blockchains in den letzten Jahren zur Projektionsfläche demokratischer und egalitärer Utopien. Der Beitrag ist eine medienphilosophische Analyse der Idee der Blockchain und ihrer praktischen Umsetzungen und zielt auf eine kritische Prüfung der mit Blockchains verbundenen Versprechen und Erwartungen. The decentralized technology of blockchains promises its users more freedom and autonomy as well as more security (...) and transparency through its specific network architecture. In recent years, blockchains have thus become a projection screen for democratic and egalitarian utopias. The contribution is a media- philosophical analysis of the Blockchain idea and its practical implementation and aims at a critical examination of the promises and expectations associated with Blockchains. (shrink)