This paper discusses the critical necessity of teaching students about the social and ethical responsibilities of scientists. Both a university scientist and a middle school science teacher reflect on the value of teaching the ethical issues that confront scientists. In the development of the atomic bomb in the US-led ManhattanProject, scientists faced the growing threat of atomic bombs by the Germans and Japanese and the ethical issues involved in successfully completing such a destructive weapon. The Manhattan (...)Project is a prime example of the types of ethical dilemmas and social responsibilities that scientists may confront. (shrink)
The ManhattanProject, the allies' project during the Second World War to build the atomic bomb, did not represent a radical break in the development of twentieth-century science but rather an acceleration of developments already underway, ...
A sequel to Shapin’s earlier work, The Scientific Life: A Moral History of a Late Modern Vocation again solves the problem of induction by observing that researchers are decent. Shapin dismisses most of the literature on both the philosophy of science and (more so) on the sociology of science as ideologically biased and as irrelevant. Approaches to the book as light reading and as serious scholarly reading are considered before a critical summary is offered as a conclusion.
Professor Sir Joseph Rotblat made significant contributions to nuclear physics and worked on the development of the atomic bomb. He walked out of the ManhattanProject after working there for less than a year, the only scientist to do so. Rotblat gave a comprehensive account of his time at Los Alamos. His Archive is now becoming available and papers contained therein are inconsistent with some aspects of his account. The reasons as to how such anomalies and contradictions could (...) occur are considered. (shrink)
This chapter contains sections titled: * 1 The Historical Cases of Hiroshima and Nagasaki * 2 âPhysicists Have Known Sin?â â Reflections on the ManhattanProject * 3 The Human Dimensions of âGood Scienceâ â Some Research and Teaching Perspectives * References.
The widespread adoption of radioisotopes as tools in biomedical research and therapy became one of the major consequences of the "physicists' war" for postwar life science. Scientists in the ManhattanProject, as part of their efforts to advocate for civilian uses of atomic energy after the war, proposed using infrastructure from the wartime bomb project to develop a government-run radioisotope distribution program. After the Atomic Energy Bill was passed and before the Atomic Energy Commission (AEC) was formally (...) established, the ManhattanProject began shipping isotopes from Oak Ridge. Scientists and physicians put these reactor-produced isotopes to many of the same uses that had been pioneered with cyclotron-generated radioisotopes in the 1930s and early 1940s. The majority of early AEC shipments were radioiodine and radiophosphorus, employed to evaluate thyroid function, diagnose medical disorders, and irradiate tumors. Both researchers and politicians lauded radioisotopes publicly for their potential in curing diseases, particularly cancer. However, isotopes proved less successful than anticipated in treating cancer and more successful in medical diagnostics. On the research side, reactor-generated radioisotopes equipped biologists with new tools to trace molecular transformations from metabolic pathways to ecosystems. The U.S. government's production and promotion of isotopes stimulated their consumption by scientists and physicians (both domestic and abroad), such that in the postwar period isotopes became routine elements of laboratory and clinical use. In the early postwar years, radioisotopes signified the government's commitment to harness the atom for peace, particularly through contributions to biology, medicine, and agriculture. (shrink)
Notable theorists have argued that theatre and drama play positive roles in the moral education of children and adults, including cultivating their capacity for empathy. Yet other theorists have expressed concerns that plays and educational practices involving improvisation might not lead to positive changes in real life, and might even have negative influences on actors and audiences. This paper focuses in particular on the dramatic methods employed by Theatre of the Oppressed, devised by Augusto Boal, and on the methods involved (...) in the development of the play The Laramie Project, developed by Moisés Kaufman and the Tectonic Theatre Project. It argues that Theatre of the Oppressed and The Laramie Project cultivate actors’ and audiences’ empathetic capacities, while overcoming many theorists’ worries about the impact of drama. (shrink)
In this paper we assume that ‘theory’ is important for Clinical Ethics Support Services (CESS). We will argue that the underlying implicit theory should be reflected. Moreover, we suggest that the theoretical components on which any clinical ethics support (CES) relies should be explicitly articulated in order to enhance the quality of CES.A theoretical framework appropriate for CES will be necessarily complex and should include ethical (both descriptive and normative), metaethical and organizational components. The various forms of CES that exist (...) in North-America and in Europe show their underlying theory more or less explicitly, with most of them referring to some kind of theoretical components including ‘how-to’ questions (methodology), organizational issues (implementation), problem analysis (phenomenology or typology of problems), and related ethical issues such as end-of-life decisions (major ethical topics).In order to illustrate and explain the theoretical framework that we are suggesting for our own CES project METAP, we will outline this project which has been established in a multi-centre context in several healthcare institutions. We conceptualize three ‘pillars’ as the major components of our theoretical framework: (1) evidence, (2) competence, and (3) discourse. As a whole, the framework is aimed at developing a foundation of our CES project METAP.We conclude that this specific integration of theoretical components is a promising model for the fruitful further development of CES. (shrink)
In this essay I argue that the evolutionary and comparative study of nonhuman animal (hereafter animal) cognition in a wide range of taxa by cognitive ethologists can readily inform discussions about animal protection and animal rights. However, while it is clear that there is a link between animal cognitive abilities and animal pain and suffering, I agree with Jeremy Bentham who claimed long ago the real question does not deal with whether individuals can think or reason but rather with whether (...) or not individuals can suffer. One of my major goals will be to make the case that the time has come to expand. The Great Ape Project (GAP) to The Great Ape/Animal Project (GA/AP) and to take seriously the moral status and rights of all animals by presupposing that all individuals should be admitted into the Community of Equals. I also argue that individuals count and that it is essential to avoid being speciesist cognitivists; it really doesn't matter whether ‘dogs ape’ or whether ‘apes dog’ when taking into account the worlds of different individual animals. Narrow-minded primatocentrism and speciesism must be resisted in our studies of animal cognition and animal protection and rights. Line-drawing into ‘lower’ and ‘higher’ species is a misleading speciesist practice that should be vigorously resisted because not only is line-drawing bad biology but also because it can have disastrous consequences for how animals are viewed and treated. Speciesist line-drawing also ignores within species individual differences. (shrink)
In this article we argue that philosophy can facilitate improvement in cross-disciplinary science. In particular, we discuss in detail the Toolbox Project, an effort in applied epistemology that deploys philosophical analysis for the purpose of enhancing collaborative, cross-disciplinary scientific research through improvements in cross-disciplinary communication. We begin by sketching the scientific context within which the Toolbox Project operates, a context that features a growing interest in and commitment to cross-disciplinary research (CDR). We then develop an argument for the (...) leading idea behind this effort, namely, that philosophical dialogue can improve cross-disciplinary science by effecting epistemic changes that lead to better group communication. On the heels of this argument, we describe our approach and its output; in particular, we emphasize the Toolbox instrument that generates philosophical dialogue and the Toolbox workshop in which that dialogue takes place. Together, these constitute a philosophical intervention into the life of CDR teams. We conclude by considering the philosophical implications of this intervention. (shrink)
This essay describes the approach and early results of the collaborative Embryo Project and its on-line encyclopedia. The project is based on a relational database that allows federated searches and inclusion of multiple types of objects targeted for multiple user groups. The emphasis is on the history and varied contexts of developmental biology, focusing on people, places, institutions, techniques, literature, images, and other aspects of study of embryos. This essay introduces the ways of working as well as the (...) long-term goals of the project. We invite others to join the effort, both in this particular project and in joining together in digital collection, archiving, and knowledge generation at the borders of biology and history. (shrink)
There are three elements in this paper. One is what we shall call ‘the Hungarian project’. This is the collected work of Andréka, Madarász, Németi, Székely and others. The second is Molinini’s philosophical work on the nature of mathematical explanations in science. The third is my pluralist approach to mathematics. The theses of this paper are that the Hungarian project gives genuine mathematical explanations for physical phenomena. A pluralist account of mathematical explanation can help us with appreciating the (...) significance of the Hungarian project. The significance consists in the fruitfulness and spread of the project. The spread is wide because the explanations are written in the very familiar language of first-order logic with identity. For this reason, the explanation is understandable to many mathematicians. Because of the methodology adopted in the Hungarian project, the explanations are fruitful in another sense. In the Hungarian project certain questions are asked that would not be asked with a more usual methodology. The Hungarians are distinguished from other scientists in asking logical and mathematical questions, and these both deepen our understanding of the physical theories and induce further spread to mathematics and philosophy. (shrink)
ABSTRACT It has recently been argued that Harvey Brown and Oliver Pooley’s ‘dynamical approach’ to special relativity should be understood as what might be called an ontologically and ideologically relationalist approach to Minkowski geometry, according to which Minkowski geometrical structure supervenes upon the symmetries of the best-systems dynamical laws for a material world with primitive topological or differentiable structure. Fleshing out the details of some such primitive structure, and a conception of laws according to which Minkowski geometry could so supervene, (...) has been referred to by some as the ‘constructivist project’. Here, it is explained that Nick Huggett’s work on ‘regularity relationalism’ provides a framework for such an approach, and a relativistic version of Huggett’s regularity relationalism is outlined for that purpose. Finally, by way of examples, it is shown that this approach fails in the simplest cases. Still, reasons are given for which this should not necessarily discourage an advocate of this interpretation of the dynamical approach. 1 Introduction to the Dynamical Approach 2 Huggett’s Regularity Relationalism 3 The Dynamical Approach as a Form of Regularity Relationalism 4 A Simple Way to Set the Stage 5 A First Attempt 5.1 Complex-valued planewave solutions 5.2 Real-valued planewave solutions 6 More General Solutions 7 Summary and Reflections. (shrink)
It has been suggested, recently and not so recently, by a number of analytic epistemologists that reliabilist and externalist accounts of justification and knowledge are inadequate responses to the goals of traditional epistemology and other goals of inquiry. But philosophers of science decry reliabilism and externalism because they are connected to traditional, analytic epistemology, an outmoded and utopian form of inquiry. Clearly, both groups of critics cannot be right. I think both groups are guilty of conceptual confusions that, once clarified, (...) should allow the naturalization project to stand forth in a rather attractive light. (shrink)
This paper defends a challenge, inspired by arguments drawn from contemporary ordinary language philosophy and grounded in experimental data, to certain forms of standard philosophical practice. There has been a resurgence of philosophers who describe themselves as practicing "ordinary language philosophy". The resurgence can be divided into constructive and critical approaches. The critical approach to neo-ordinary language philosophy has been forcefully developed by Baz (2012a,b, 2014, 2015, 2016, forthcoming), who attempts to show that a substantial chunk of contemporary philosophy is (...) fundamentally misguided. I describe Baz's project and argue that while there is reason to be skeptical of its radical conclusion, it conveys an important truth about discontinuities between ordinary uses of philosophically significant expressions ("know", e.g.) and their use in philosophical thought experiments. I discuss some evidence from experimental psychology and behavioral economics indicating that there is a risk of overlooking important aspects of meaning or misinterpreting experimental results by focusing only on abstract experimental scenarios, rather than employing more diverse and more ecologically valid experimental designs. I conclude by presenting a revised version of the critical argument from ordinary language. (shrink)
In what follows I intend to sketch the Hegelian project of the Philosophy of Religion (Religionsphilosophie) mainly by following two coordinates: on the one hand, my aim is to approach it starting from Hegel’s main “dialogue partners” – Christian Wolff and Kant – and from the critique of speculative philosophy on the scenarios of the Illuminist theologies. On the other hand, the first part completed, the discussion will pursue a different route, namely, that of a classical topic discussed by (...) Hegel in his lectures: the relation between philosophy and religion. I am trying to show how Hegel “solves” the tension between the two by lending it a hermeneutic dimension, thus opening up reflections on religion to the encyclopedic segment of the philosophy of spirit. (shrink)
This lecture presents the text of the speech about the Alfredian project and its aftermath delivered by the author at the 2008 Sir Israel Gollancz Memorial Lecture held at the British Academy. It explains the details of King Alfred's programme of mass education and to deliver near-universal literacy in English, and evaluates the impact of Pastoral Care on English literature.
This chapter summarises the results of the Krajina Project, which was established in 1998 to investigate the archaeological remains, material culture and continuing ethnographic legacy of this distinctive late medieval/early modern frontier society. The project has focused on an area in the north-west corner of Bosnia-Herzegovina, between Kladuŝa and Bihać, known as the Bihaćka Krajina. This was one of the last districts in the region to be conquered by the Ottoman state, not falling to the sultan's forces until (...) the late sixteenth century — a territorial high water mark. The ethnographic evidence provides significant insights into the continuing legacy of the Ottoman-Hapsburg frontier in the nineteenth and twentieth centuries. (shrink)
John Dewey’s Unmodern Philosophy and Modern Philosophy aspires to overcome the antiquated philosophical baggage of so-called “modern” philosophy and replace it with a philosophy that is truly modern, having incorporated the technoscientific revolution. As the philosophical revolution is incomplete, so is Dewey’s own text. In an attempt to flesh out a Deweyan conception of modernity, this chapter turns to another philosopher who has argued that modernity is still an unfinished project: Jürgen Habermas. This chapter compares their accounts of the (...) meaning of modernity, its pathologies, and their proposed cures through a turn from subjective reason to intersubjective action and concludes that their essential difference lies in the emancipatory potential of scientific-technological reason itself. (shrink)
This article is about the relationship between business and ethics in academic research. The purpose of this investigation is to examine the status of the separation and the integration theses. In the course of this article, I defend the claim that neither separation nor integration is entirely accurate; indeed they are both potentially confusing to our audience. A strategy of reconciliation of normative and descriptive approaches is proposed. The reconciliation project does not entail synthesizing or dividing prescriptive and empirical (...) approaches, but rather respecting the identity of both inquiries, while recognizing the limitations they place on each other. The research agenda of the reconciliation project is discussed. (shrink)
The vegan project is defined as the project that strives for radical legal reform to pass laws that would reserve the consumption of animal products to a very narrow range of situations, resulting in vegan diets being the default diets for the majority of human beings. Two objections that have been raised against such a project are described. The first is that such a project would jeopardise the nutritional adequacy of human diets. The second is that (...) it would alienate human beings from nature. It is argued that neither undermines the vegan project. (shrink)
I undertake here the challenges of clarifying and defending Hegel’s mechanism argument, and showing how it throws some much-needed light on the nature and philosophical appeal of the Logic project. I will argue that the key to all this is Hegel’s focus on a philosophical problem concerning explanation itself. Unfortunately, this problem can easily be obscured from us by contemporary tastes and assumptions. In particular, where Hegel discusses mechanism and teleology, we must not read him as if he meant (...) to distinguish and examine something like two distinct but compatible ways of describing or classifying the world so as to address our different pragmatic or subjective interests. This reading would seriously constrain our understanding of Hegel’s complaint about mechanism: the point would have to be that mechanism inaccurately, incompletely, or unhelpfully describes the world. Such a complaint would have to draw upon premises about the actual world and its contents, and it is hard to see how these could be compelling except as empirical claims. (shrink)
Literary critic and essayist Karl Heinz Bohrer offers a Eurosceptic perspective on the German commitment to a united Europe. This article is a reconstruction of Bohrer's argument. It identifies two distinct critiques. The first is a somewhat prosaic observation that the differences between the national traditions of Europe are simply too great for a united Europe to be viable. The other is a more complex reflection on ?European decadence?: Europeans lack the will that is required to project power, and (...) power is a precondition for cultural achievements. Protestantism?the ?Protestant mind??plays a central role in this second critique. The two critiques are connected through Bohrer's conception of the nation-state as an entity that integrates in an agonistic way legal and cultural power. (shrink)
In its quest to sample 100,000 “indigenous and traditional peoples,” the Genographic Project deploys five problematic narratives: that “we are all African”; that “genetic science can end racism”; that “indigenous peoples are vanishing”; that “we are all related”; and that Genographic “collaborates” with indigenous peoples. In so doing, Genographic perpetuates much critiqued, yet longstanding notions of race and colonial scientific practice.
Through a close engagement with some key thinkers, Norris argues that deconstruction is part of the "unfinished project of modernity." a project whose interest and values it upholds by continuing to question them in a spirit of enlightened self-critical inquiry.
In this dialogue the position of Pragmatic Naturalism as defended in Philip Kitcher’s The Ethical Project is presented and criticized. The approach is developed dialectically by the two interlocutors and a series of critical points are debated. The dialogical form is intended to honor the main objective in The Ethical Project: to establish an ongoing conversation on ways to improve moral conceptions and processes, which grow naturally out of the very conditions of human life.
This paper discusses the uses of technology in teaching philosophy courses. Where technology is currently utilized, it can be intrinsicallyappropriate or instrumentally inappropriate as a methodology for producing greater student interest, engagement, and positive outcomes. The paper introduces an easily implemented assignment where students produce videos on DVDs in partial fulfillment of requirements for philosophy courses. I argue that, used in philosophy courses, this assignment allows students to be creative, fosters peer dialogue about philosophy, creates excitement in these courses, and (...) decreases the intergenerational distance between paper-bound and lecture courses with the burgeoning world of media-driven technologies. After experimenting with this assignment strategy for several years, I have concluded that the DVD project assignment is an innovative, effective, and simple technological tool for teaching philosophy. (shrink)
The present paper describes the story of the development of a graphic novel—a story about superheroes—written by adolescent cancer patients on the Youth Project at the Istituto Nazionale Tumori in Milan. Nineteen patients from fifteen to twenty-five years old participated in a four month creative writing laboratory managed by a professional teacher. The output from the writing laboratory was a written text that was used as the script for a graphic novel drawn by professional cartoonists and working together with (...) the patients. Through their story, adolescent patients succeeded in voicing their dreams and fears. It was the adolescent patients themselves who explained how they had each tried to bring out the superhero inside them. This project describes the amazing powers of adolescents with cancer and opens a precious window on their inner world, enabling us to gain a better understanding of what they are really thinking and feeling through their own words. (shrink)
Virtue words, such as justice, fairness, care, and integrity, frequently feature in organizational codes of conduct and theories of ethical leadership. And yet our modern organizations remain blemished by examples lacking virtue. The philosophy of virtue ethics and numerous extant theories of leadership cite virtues as essential to good leadership. But we seem to lack understanding of how to develop or embed these virtues and notions of good leadership in practice. In 2012, virtue ethicist Julia Annas pointed to a training (...) program which she touted as a practical application of virtue ethics. The program Annas identified is called The Virtues Project, and while promising, she warned that in its current state, it lacked theorizing. We address this by aligning its practical strategies to extant theory and evidence to understand what virtues it might develop and how it might facilitate good leadership. Doing so makes two key contributions. First, it lends credence to The Virtues Project’s potential as a leadership development program. Second, it provides a means of applying theories of good leadership in practice. Our overarching objective is to advance The Virtues Project as a means of incorporating virtues into workplace dynamics and embedding virtues in the practice of organizational leadership. (shrink)
Aldo Leopold’s influence on environmental ethics cannot be overstated. I return to Leopold’s work in order to show the connection between the ethics of integrity and many of the points made by Leopold in his writings. I also show how the spirit of Leopold’s land ethic and his love and respect for wilderness is present and current in the Wildlands Project, and that it is a live part of public policy in North America, albeit a debated one.
In the past two decades Paulo Freire's philosophy of education has been the subject of much discussion by academics, school teachers and adult educators in a variety of formal and informal settings. While Freire initially gained recognition for his work with adult illiterates in Brazil and Chile, since the early 1970s his ideas have found increasing application in Britain, the USA, Canada, Australia and New Zealand. This article reconsiders the literacy methods through which Freire initially attracted international attention. Freire's approach (...) to literacy education in Brazil is outlined and brief reference is made to the other major adult education programmes with which Freire has been involved since 1964. A number of serious criticisms of Freirean pedagogy are identified, all of which deal in some way with what might be termed the problem of ‘imposition’ in Freire's work. Critiques from Berger, Bowers and Walker suggest that the Freirean project entails the imposition of a particular world‐view and mode of social practice on adult illiterates. According to these critics, Freire assumes that he knows better than the oppressed the nature of, and the best solution to, their oppression. The author argues that the Freirean system is indeed non‐dialogical and impositional in certain respects, but concludes that Freire's literacy efforts were ultimately worthwhile. (shrink)
This contribution has two motives. In the first place an unorthodox reading of Gadamer's work is provided. This unorthodox reading differs from an orthodox reading that normally places Gadamer's thinking in a certain etimological and historical constellation. It is unorthodox in the sense that Gadamer's hermeneutics is interpreted as a creative contemporary answer to the Kantian project. It is argued that Gadamer interprets Kant's project of the three Critiques from the third to the first (in reverse gear). In (...) this process he starts (in contrast with Kant) with an aesthetical critique of the subjectivist cul de sac of Kant's concept of aesthetical consciousness and then broadens this critique (with the help of the aesthetical concept of play) to the spheres of history and language. In this process Gadamer also addresses ethical and epistemological issues. It is important to notice, though, that Gadamer reads aesthetical, ethical and epistemological issues as interdependent on one an other – with a remarkable emphasis on aesthetics. In the final section (the second motive) it is argued that this reading of Gadamer's aesthetical reconstruction of the Kantian project has interesting implications for other contexts – for instance the possibility for an authentic philosophy in South Africa, and more specifically in the Afrikaans world. (shrink)
In much of the discourse of evolutionary theory, reproduction is treated as an autonomous function of the individual organism — even in discussions of sexually reproducing organisms. In this paper, I examine some of the functions and consequences of such manifestly peculiar language. In particular, I suggest that it provides crucial support for the central project of evolutionary theory — namely that of locating causal efficacy in intrinsic properties of the individual organism. Furthermore, I argue that the language of (...) individual reproduction is maintained by certain methodological conventions that both obscure many of the problems it generates and serve to actively impede attempts to redress those difficulties that can be identified. Finally, I suggest that inclusion of the complexities introduced by sexual reproduction — in both language and methodology — may radically undermine the individualist focus of evolutionary theory. (shrink)
Achieving equity in international research is one of the pressing concerns of the twenty-first century. In this era of progressive globalization, there are many opportunities for the deliberate or accidental export of unethical research practices from high-income regions to low- and middle-income countries and emerging economies. The export of unethical practices, termed “ethics dumping,” may occur through all forms of research and can affect individuals, communities, countries, animals, and the environment. Ethics dumping may be the result of purposeful exploitation but (...) often arises from lack of awareness of good ethical and governance practice. This chapter describes the work of the TRUST project toward counteracting the practice of ethics dumping through the development of tools for the improvement of research governance structures. Multi-stakeholder consultation informs all of TRUST’s developments. Most importantly, this gives voice to marginalized vulnerable groups and indigenous people, who have been equal and active partners throughout the project. At the heart of the TRUST project is an ambitious aim to develop a Global Code of Conduct for Research in Resource-Poor Settings. Uniquely, the Code provides guidance across all research disciplines in clear, short statements, focusing on research collaborations that entail considerable imbalances of power, resources and knowledge and using a new framework based on the values of fairness, respect, care, and honesty. The code was recently adopted by the European Commission as a reference document for Horizon 2020 and Horizon Europe. (shrink)
One of the interesting and occasionally controversial aspects of Dennett’s career is his direct involvement in the scientific process. This article describes some of Dennett’s participation on one particular project conducted at MIT, the building of the humanoid robot named Cog. One of the intentions of this project, not to date fully realized, was to test Dennett’s multiple drafts theory of consciousness. I describe Dennett’s involvement and impact on Cog from the perspective of a graduate student. I also (...) describe the problem of coordinating distributed intelligent systems, drawing examples from robot intelligence, human intelligence, and the Cog project itself. (shrink)
The statistical community has brought logical rigor and mathematical precision to the problem of using data to make inferences about a model’s parameter values. The TETRAD project, and related work in computer science and statistics, aims to apply those standards to the problem of using data and background knowledge to make inferences about a model’s specification. We begin by drawing the analogy between parameter estimation and model specification search. We then describe how the specification of a structural equation model (...) entails familiar constraints on the covariance matrix for all admissible values of its parameters; we survey results on the equivalence of structural equation models, and we discuss search strategies for model specification. We end by presenting several algorithms that are implemented in the TETRAD II program. (shrink)
In the remarks that follow I concentrate on Lorenzo Simpson's two books, Technology, Time and the Conversations of Modernity (cited as TTC ) and The Unfinished Project: Toward a Postmetaphysical Humanism (cited as UP ). Common to both works what unites them, I believe is a philosophical orientation that has been deeply influenced by Gadamerian hermeneutics. I begin with a discussion of UP.
The paper explores the issue; “can our wisdom save the Human Project?” another words “can we live wiser and longer” or “should we feel better and live shorter?” To save the Human Project, which can fall due to overdeveloped civilization, perhaps we should pursue logos-driven wisdom, because the threat is too dangerous to leave room for uncertainty. The review of how philosophy, responsible for “wisdom”, has been developed shows that the empiric study of wisdom is the task of (...) the last 20 years only, since it has only been in the last centuries that philosophers grasped the issue of reason. This paper presents a framework for the necessity of developing eco-philosophy, which includes cognition, survival and action philosophies. These kinds of philosophies can be perceived through the tool of Wisdom Diamond. The author is not very optimistic whether our wisdom can save the Human Project, which was designed to last only a limited few billion years. On the other hand, perhaps some mythos can help in this Project, otherwise would life be too boring, not worthy of being longer? (shrink)