Arne Naess was one of the first philosopher who try to find out a way to resolve the ecological crisis through philosophy. By analysing some of the main point of Naess‘ philosophy, the essay shows that his main interest was to legitimize the ecological movement. Philosophy becomes a political instrument and assumes a tragical character, because it takes on an impossible project. For Naess philosophy should provide a new total view to change man‘s attitude to nature. This analysis could help us to find out some critical points of a philosophy that try to be useful in the ecological crisis.
{"title":"Arne Naess: A Tragic Ecosophy","authors":"A. Troiano","doi":"10.14746/EIP.2019.1.11","DOIUrl":"https://doi.org/10.14746/EIP.2019.1.11","url":null,"abstract":"Arne Naess was one of the first philosopher who try to find out a way to resolve the ecological crisis through philosophy. By analysing some of the main point of Naess‘ philosophy, the essay shows that his main interest was to legitimize the ecological movement. Philosophy becomes a political instrument and assumes a tragical character, because it takes on an impossible project. For Naess philosophy should provide a new total view to change man‘s attitude to nature. This analysis could help us to find out some critical points of a philosophy that try to be useful in the ecological crisis.","PeriodicalId":36100,"journal":{"name":"Ethics in Progress","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42416355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper addresses some of the ways in which anthropology, as a discourse and a discipline, has contributed to the forging as much as of the problematisation of the concept of gender, not only within the feminist, queer and LGBTQI camps, but also among Catholic fundamentalists. It argues that, despite some recent genealogical critiques of the concept of gender and its origins in mid-20th century bio-medical governance, insufficient attention has been paid to the role of the so-called ‘savage slot’ - as Rolph Trouillot defined the domain of knowledge carved out for anthropology, in a wider scheme of thought that has its origins at the same time as ‘the West’ became a reality. A more thorough genealogy of the ways in which anthropological thinking and evidence contributed to the construction, and then the deconstruction, of gender, can provide fruitful tools for a deeper challenge of the apparatus of gender itself.
{"title":"Gender, Utopias and the Savage Slot: The Role of Anthropology in the (De)Construction of a Concept","authors":"I. Peano","doi":"10.14746/EIP.2019.1.9","DOIUrl":"https://doi.org/10.14746/EIP.2019.1.9","url":null,"abstract":"The paper addresses some of the ways in which anthropology, as a discourse and a discipline, has contributed to the forging as much as of the problematisation of the concept of gender, not only within the feminist, queer and LGBTQI camps, but also among Catholic fundamentalists. It argues that, despite some recent genealogical critiques of the concept of gender and its origins in mid-20th century bio-medical governance, insufficient attention has been paid to the role of the so-called ‘savage slot’ - as Rolph Trouillot defined the domain of knowledge carved out for anthropology, in a wider scheme of thought that has its origins at the same time as ‘the West’ became a reality. A more thorough genealogy of the ways in which anthropological thinking and evidence contributed to the construction, and then the deconstruction, of gender, can provide fruitful tools for a deeper challenge of the apparatus of gender itself.","PeriodicalId":36100,"journal":{"name":"Ethics in Progress","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47100224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Taking the cue from some verses of Rilke’s Duineser Elegien, where the poet talks about the distinction between life and death, a distinction which mortals perform too rigidly, in this paper I discuss the contrast just between life and death, in order to understand the conditions under which the first truly distinguishes itself from the latter. This happens to the extent that life is also distinguished from the denial of death because otherwise, being the negation a form of necation (nex = killing, murder), the presumed denial of death would reverse in a triumph of death.In the present age this circumstance is particularly evident and significant, since humanity aims at a technological realization of im‑mortality, understood as the denial of death. To the extent that this remains a negative operation, it takes the form of the scrapping of mortals. True liberation/salvation from death presupposes that the negation itself is called into question. Only on this condition, in fact, is possible a life free from any form of necation. This freedom presupposes, inter alia, a “non” education, intended as an education to be able to freely play with the negative of death and denial.
{"title":"The End of Life As “Non” Death","authors":"L. Tarca","doi":"10.14746/EIP.2019.1.12","DOIUrl":"https://doi.org/10.14746/EIP.2019.1.12","url":null,"abstract":"Taking the cue from some verses of Rilke’s Duineser Elegien, where the poet talks about the distinction between life and death, a distinction which mortals perform too rigidly, in this paper I discuss the contrast just between life and death, in order to understand the conditions under which the first truly distinguishes itself from the latter. This happens to the extent that life is also distinguished from the denial of death because otherwise, being the negation a form of necation (nex = killing, murder), the presumed denial of death would reverse in a triumph of death.In the present age this circumstance is particularly evident and significant, since humanity aims at a technological realization of im‑mortality, understood as the denial of death. To the extent that this remains a negative operation, it takes the form of the scrapping of mortals. True liberation/salvation from death presupposes that the negation itself is called into question. Only on this condition, in fact, is possible a life free from any form of necation. This freedom presupposes, inter alia, a “non” education, intended as an education to be able to freely play with the negative of death and denial.","PeriodicalId":36100,"journal":{"name":"Ethics in Progress","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42328278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this articole is to discover traces of humanitas in late antique and mediaval literature. Starting from the classic meaning of this notion, the paper finds three meaningful episodes: the controversy between Ambrosius and Symmachus about the Altar of Victory, the Dialogue of a Philosopher with a Jew and a Christian by Peter Abelard and the spread of the Life of Balaam and Josaphat. Through these examples, the article builds a new idea of humanitas, free from historical restricion, a blend of literary passion, acceptance of diversity and multiculturalism.
{"title":"Intercultural Dialogue and Humanities from Late Antiquity to the Middle Ages","authors":"Enrico Maria Di Palma","doi":"10.14746/EIP.2019.1.2","DOIUrl":"https://doi.org/10.14746/EIP.2019.1.2","url":null,"abstract":"The aim of this articole is to discover traces of humanitas in late antique and mediaval literature. Starting from the classic meaning of this notion, the paper finds three meaningful episodes: the controversy between Ambrosius and Symmachus about the Altar of Victory, the Dialogue of a Philosopher with a Jew and a Christian by Peter Abelard and the spread of the Life of Balaam and Josaphat. Through these examples, the article builds a new idea of humanitas, free from historical restricion, a blend of literary passion, acceptance of diversity and multiculturalism.","PeriodicalId":36100,"journal":{"name":"Ethics in Progress","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46299543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As a young teacher and researcher, the prospective of introducing western philosophical themes to a public of students from a non-western country, came in 2016 as a once-in-a lifetime opportunity, which I met with great enthusiasm. However, as in any situation involving pre-conceived expectations, facing and dealing with the real situation on the ground opens up a pathway for a closer understanding of both the new culture explored, a perception of one’s own limits and the willingness to overcome them. The following lines are intended to cover the way my approach to teaching to a Chinese public has evolved from pre-conceptions and empty enthusiasm to an attitude of pedagogical creativity in identifying and presenting the key topics that would attract my students’ attention. As I will show, students’ expectations were to approach the western ideas not directly, but via a more complex process of being acquainted with the major historical and cultural movements in Europe and the western world. This meant the involvement in the teaching process of a wider number of elements taken not only from philosophy but from other humanistic disciplines.
{"title":"European Humanities in the Perception of Chinese Students: A Reflection Based on A Personal Teaching Experience","authors":"I. Untea","doi":"10.14746/EIP.2019.1.4","DOIUrl":"https://doi.org/10.14746/EIP.2019.1.4","url":null,"abstract":"As a young teacher and researcher, the prospective of introducing western philosophical themes to a public of students from a non-western country, came in 2016 as a once-in-a lifetime opportunity, which I met with great enthusiasm. However, as in any situation involving pre-conceived expectations, facing and dealing with the real situation on the ground opens up a pathway for a closer understanding of both the new culture explored, a perception of one’s own limits and the willingness to overcome them. The following lines are intended to cover the way my approach to teaching to a Chinese public has evolved from pre-conceptions and empty enthusiasm to an attitude of pedagogical creativity in identifying and presenting the key topics that would attract my students’ attention. As I will show, students’ expectations were to approach the western ideas not directly, but via a more complex process of being acquainted with the major historical and cultural movements in Europe and the western world. This meant the involvement in the teaching process of a wider number of elements taken not only from philosophy but from other humanistic disciplines.","PeriodicalId":36100,"journal":{"name":"Ethics in Progress","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47300775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Religion is at the heart of the lacerating conflicts in Iraq and Syria today. In both countries the matter at hand is the fracture between the two main branches of Islam. This fracture escalated into a religious war after the Arab Springs in 2011, even though the violent conflict between Shia and Sunni started in Iraq in 2003, after the American invasion of the ancient Mesopotamia. The reason for both the foreign occupation and the insurrection of the civil society leading to the same chaos is that, in both countries, the State does not raise enough legitimacy to open a public space able to welcome a unitary citizenship. Such a phenomenon calls back to the history of the two states and at the British (Iraq) and French (Syria) establishing mandates of the two institutions, which never succeeded in imposing their legitimacy for most people (Shia in Iraq and Sunni in Syria), left out of the ruling bodies for a long time. The Shia-Kurdish combination, which is the leading force in Iraq since 2003, conducted to the refusal of the Arab Sunni minority to live marginalized and powerless.
{"title":"Conflicts and Religions: The Case of Syria and Iraq","authors":"Pierre-Jean Luizard","doi":"10.14746/EIP.2019.1.8","DOIUrl":"https://doi.org/10.14746/EIP.2019.1.8","url":null,"abstract":"Religion is at the heart of the lacerating conflicts in Iraq and Syria today. In both countries the matter at hand is the fracture between the two main branches of Islam. This fracture escalated into a religious war after the Arab Springs in 2011, even though the violent conflict between Shia and Sunni started in Iraq in 2003, after the American invasion of the ancient Mesopotamia. The reason for both the foreign occupation and the insurrection of the civil society leading to the same chaos is that, in both countries, the State does not raise enough legitimacy to open a public space able to welcome a unitary citizenship. Such a phenomenon calls back to the history of the two states and at the British (Iraq) and French (Syria) establishing mandates of the two institutions, which never succeeded in imposing their legitimacy for most people (Shia in Iraq and Sunni in Syria), left out of the ruling bodies for a long time. The Shia-Kurdish combination, which is the leading force in Iraq since 2003, conducted to the refusal of the Arab Sunni minority to live marginalized and powerless.","PeriodicalId":36100,"journal":{"name":"Ethics in Progress","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45946552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
W. Boratyński, G. Bączek, A. Dyzmann-Sroka, A. Jędrzejczak, Aleksandra Kielan, Paulina Mularczyk-Tomczewska, Ewa Nowak, M. Steć, M. Szynkiewicz
Given that organ transplant is a standard medical technology admitted in medical practice, and taking into consideration that Polish transplantology is regarded among the most advanced in the world one should expect to find similarly high levels of acceptance in interviewees asked for their opinion on vital organ transplantation and their willingness to donate a paired organ ex vivo, or a vital organ ex mortuo in order to rescue the life of a recipient with a missing vital organ. The paper presents research build on the societal assessment of vital organ donation and transplant policies in Poland with the focus on students. Data have been collected at three different universities (Boratyński et al., Questionnaire on the Bases of Transplantation Medicine 2016/7). Various assessments concerning a vital organ donation have been observed. The authors discuss educational factors contributing to these variety including factual knowledge and ethical issues.
{"title":"University Students’ vs. Lay People’s Perspectives on Organ Donation and Improving Health Communication in Poland","authors":"W. Boratyński, G. Bączek, A. Dyzmann-Sroka, A. Jędrzejczak, Aleksandra Kielan, Paulina Mularczyk-Tomczewska, Ewa Nowak, M. Steć, M. Szynkiewicz","doi":"10.14746/EIP.2018.2.8","DOIUrl":"https://doi.org/10.14746/EIP.2018.2.8","url":null,"abstract":"Given that organ transplant is a standard medical technology admitted in medical practice, and taking into consideration that Polish transplantology is regarded among the most advanced in the world one should expect to find similarly high levels of acceptance in interviewees asked for their opinion on vital organ transplantation and their willingness to donate a paired organ ex vivo, or a vital organ ex mortuo in order to rescue the life of a recipient with a missing vital organ. The paper presents research build on the societal assessment of vital organ donation and transplant policies in Poland with the focus on students. Data have been collected at three different universities (Boratyński et al., Questionnaire on the Bases of Transplantation Medicine 2016/7). Various assessments concerning a vital organ donation have been observed. The authors discuss educational factors contributing to these variety including factual knowledge and ethical issues.","PeriodicalId":36100,"journal":{"name":"Ethics in Progress","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42883373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper discusses Wittgenstein’s approaches to ethics within two contrastive contexts, e.g., pragmatism and cooperative-discursive normative practice. The first section revisits the fiasco of his early “negative” ethics. The second section subsequently shows how Wittgenstein’s mature concept of blind rule-following displaces normativity but simultaneously becomes the key predictor for discourse ethics (or, rather, a specific kind of it). The final section discusses the pros and cons of finitism in the light of contemporary philosophy of mind. As a conclusion, the author provides evidence for her hypothesis that there is no normative (embodied) mind without a manifest normative competence, which includes moral judgment and discursive competence.
{"title":"Wittgenstein: od etyki do ślepego stosowania reguł i z powrotem","authors":"E. Nowak","doi":"10.14746/eip.2018.2.10","DOIUrl":"https://doi.org/10.14746/eip.2018.2.10","url":null,"abstract":"The paper discusses Wittgenstein’s approaches to ethics within two contrastive contexts, e.g., pragmatism and cooperative-discursive normative practice. The first section revisits the fiasco of his early “negative” ethics. The second section subsequently shows how Wittgenstein’s mature concept of blind rule-following displaces normativity but simultaneously becomes the key predictor for discourse ethics (or, rather, a specific kind of it). The final section discusses the pros and cons of finitism in the light of contemporary philosophy of mind. As a conclusion, the author provides evidence for her hypothesis that there is no normative (embodied) mind without a manifest normative competence, which includes moral judgment and discursive competence.","PeriodicalId":36100,"journal":{"name":"Ethics in Progress","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67364739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marina Klimenko, Nicholas Surdel, K. Muir, Fuaad M. Sofia
Higher education institutions in the United States have historically been tasked with the responsibility of scaffolding the moral development of students. Although empirical evidence suggests that attending colleges and universities can foster students’ moral development and reasoning, the effect of online higher education remains mainly unknown. The current study has examined the effect of two online psychology courses, Developmental Psychology and Research Methods Lab, and their respective assignments on students’ moral competence. The findings revealed that students’ moral competence in both courses was improved; this improvement was partly attributed to online group discussions in the Developmental psychology course. No other assignments were found to be significant contributors of students’ moral competence. Limitations and implications of the findings were discussed.
{"title":"Can Online College Education Make Students Smarter and More Moral? A Preliminary Study of the Effects of Two Online College Course Assignments on Students’ Moral Competence","authors":"Marina Klimenko, Nicholas Surdel, K. Muir, Fuaad M. Sofia","doi":"10.14746/EIP.2018.2.4","DOIUrl":"https://doi.org/10.14746/EIP.2018.2.4","url":null,"abstract":"Higher education institutions in the United States have historically been tasked with the responsibility of scaffolding the moral development of students. Although empirical evidence suggests that attending colleges and universities can foster students’ moral development and reasoning, the effect of online higher education remains mainly unknown. The current study has examined the effect of two online psychology courses, Developmental Psychology and Research Methods Lab, and their respective assignments on students’ moral competence. The findings revealed that students’ moral competence in both courses was improved; this improvement was partly attributed to online group discussions in the Developmental psychology course. No other assignments were found to be significant contributors of students’ moral competence. Limitations and implications of the findings were discussed.","PeriodicalId":36100,"journal":{"name":"Ethics in Progress","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46404260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reflection on the 12th International Moral Competence-Symposium in Chemnitz (11th to 13th October 2018)","authors":"M. Reinicke","doi":"10.14746/eip.2018.2.1","DOIUrl":"https://doi.org/10.14746/eip.2018.2.1","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":36100,"journal":{"name":"Ethics in Progress","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44108742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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