How to Incorporate Non-Epistemic Values into a Theory of Classification

Non-epistemic values play important roles in classificatory practice, such that philosophical accounts of kinds and classification should be able to accommodate them. Available accounts fail to do so, however. Our aim is to fill this lacuna by showing how non-epistemic values feature in scientific classification, and how they can be incorporated into a philosophical theory of classification and kinds. To achieve this, we present a novel account of kinds and classification (the Grounded Functionality Account), discuss examples from biological classification where non-epistemic values play decisive roles, and show how this account accommodates the role of non-epistemic values.

Contemporary Challenges for a Philosophical Theory of War. An Exposé

English Editorial of the special Issue on Philosophical Theories of War: Contemporary Challenges and Discussions giving an overview of the latest state of the debate.

Standpoint Epistemology and Nursing Science

In this article, I propose that engagement in nursing practice affords an epistemic advantage and should be included in defining nursing science and as a warrant for scientific knowledge. I appeal to standpoint epistemology, a philosophical theory, to support my proposal. A new conception of objectivity, which aligns with the contemporary practice of science and standpoint theory, is discussed. The article presents a preliminary theory of nursing standpoint theory that explains epistemic advantage of a practicing nurse. Open questions about nursing science conclude the article.

PHILOSOPHICAL MEANING OF PUNISHMENT IN THE WORK OF S. I. GESSEN

Статья посвящена идеям о философском и практическом смысле уголовного наказания, высказанным в начале ХХ в. выдающимся русским мыслителем С. И. Гессеном. Данные идеи представлены в единственной работе философа, посвященной уголовно-правовой тематике: «Философии наказания». В работе Гессен, опираясь на наследие Канта, Гегеля, а также современные ему эмпирическое и рационалистическое направления в теории уголовно-правовой науки, на воззрения русского философа В. С. Соловьева, пытается сформулировать философский смысл уголовного наказания как института человеческой культуры. Гессен видит этот смысл в восстановлении нарушенного преступлением равновесия между законностью и жизнью. Иррациональный характер преступления и внесенный им в жизненный порядок хаос преодолеваются осуждением преступника, переживанием им этого осуждения и конкретными ограничениями прав преступника, которые полагаются законодательством. Осуждением восстанавливается справедливость, поскольку правовая норма, нарушенная преступлением, подтверждается актом правосудия. При этом осуждение в форме вынесения приговора рассматривается как низшая планка наказания, которая сама по себе достаточна для восстановления справедливости. Высшая планка наказания - это лишение преступника всех прав, за исключением одного. При этом Гессен не называет данного права, подчеркивая, что акт наказания, сохраняя за преступником право, подтверждает его правосубъектность, которая подразумевает, в том числе, право быть наказанным. Иные меры наказания, обычно назначаемые за преступление, рассматриваются Гессеном с точки зрения материализации осуждения как формы наказания. Они подводятся под психофизические особенности личности преступника, характер совершенного им преступления, возможности государства, а также конкретные цели наказания, которые могут стоять перед ним в различные исторические эпохи. Эти цели для Гессена с точки зрения его философской теории наказания безразличны по отношению к его сущности как акта восстановления справедливости. Высшая планка наказания также напрямую связана с вопросом смертной казни, которую Гессен выводит за рамки правового порядка. The article is devoted to the ideas about the philosophical and practical meaning of criminal punishment, expressed in the early twentieth century by the outstanding Russian thinker S. I. Gessen. These ideas are developed in the only work of the philosopher, enlightened criminal law topics - «The Philosophy of punishment». In his work, Gessen, relying on the legacy of Kant, Gegel, as well as the empirical and rationalistic trends in the theory of criminal law science, on the views of the Russian philosopher V. S. Solovyov, tries to formulate the philosophical meaning of criminal punishment as an institution of human culture. Gessen sees this meaning in restoring the balance between legality and life disturbed by crime. The irrational nature of the crime and the chaos introduced by it into the life order are overcome by the conviction of the criminal, his experience of this condemnation and specific restrictions on the rights of the criminal which are prescribed by law. By conviction justice is restored since the legal norm violated by the crime is confirmed by an act of justice. At the same time a conviction in the form of sentencing is considered as the lowest level of punishment which in itself is sufficient to restore justice. The highest level of punishment is the deprivation of the criminal of all rights with the exception of one. At the same time Gessen does not name this right. Emphasizing that the act of punishment while preserving the criminal's right confirms his legal personality which implies among other things the right to be punished. Other punishments usually imposed for a crime are considered by Gessen from the point of view of the materialization of the conviction as a form of punishment. They are summed up under the psychophysical characteristics of the criminal's personality, the nature of the crime committed by him, the capabilities of the state, as well as the specific goals of punishment that may face him in various historical epochs. These goals for Gessen from the point of view of his philosophical theory of punishment are indifferent to its essence as an act of restoring justice. The highest level of punishment is also directly related to the issue of the death penalty which Gessen takes out of the legal order.

A model-based approach to social ontology

This paper argues for theoretical modeling and model-construction as central (but not necessarily the only) types of activities that philosophers of social ontology (in the analytic tradition) engage in. This claim is defended through a detailed case study and revisionary interpretation of Raimo Tuomela’s account of the we-perspective. My interpretation is grounded in Ronald Giere’s account of scientific models, and argued to be compatible with, but less demanding than Tuomela’s own description of his account as a philosophical theory of the social world. My approach is also suggested to be applicable to many (but not necessarily all) other methodologically naturalist accounts of collective intentionality and social ontology.

Introduction

This chapter provides a general introduction to the work’s investigation of Indian Buddhist metaphysics. It places Buddhist philosophical theory construction within the larger Buddhist soteriological project, explaining why metaphysical theorizing might have so important a place in Buddhist practice. It provides summary accounts of the metaphysics of two important non-Buddhist systems, Sāṃkhya and Nyāya, that served as important sources of objections to the key Buddhist thesis of non-self. It also contains brief sketches of the major Buddhist schools in India and some of the major figures in its history, from Gautama (the Buddha) through Nāgārjuna, Vasubandhu, and Dharmakīrti, to Ratnakīrti. There is also some discussion of the motivation for examining philosophical traditions other than one’s own.

Soft Parmenideanism

What-is-not sometimes seems to matter just as much as what is. But Parmenides, in the oldest surviving argument in the West, said that nothing is not anything. He also argued that nothing comes from nothing, we cannot know nothing, nor think or speak about it. Soft Parmenideanism would be an acceptance of some but not all of what Parmenides claimed. It also suggests a methodology. We should avoid negative entities if we can but admit that we might have to accept them under some circumstances, namely, where they are irreducibly negative and an indispensable part of our best scientific or philosophical theory. We will proceed by looking at whether anything meets these conditions or whether some form of soft Parmenideanism survives such a test.

A Study on the Application of Music Education to Improve College Students’ Mental Health in the Context of 5G

This paper provides an in-depth study and analysis of music education to improve the mental health of college students in the context of 5G and for practical application. How to explore the ideas and methods of using music education to channel and resolve the psychological problems of this student group and then help them shape a healthy and upward psychological state, based on field research on the psychological and emotional health of contemporary higher education students, becomes an important issue that needs to be solved in front of most music educators. Musical emotions are not only related to the acoustic properties of music but also closely related to the age, gender, musical background, and social cognition of individuals. To explore the neural mechanisms by which musical rhythm affects emotional processing, it is necessary not only to achieve reasonable manipulation of rhythmic variables but also to effectively control for relevant additional variables, to clarify the relationship between rhythm and musical emotion from a theoretical perspective, and to provide operational guidance significance for bringing into play the mental health value of musical emotion. Discuss the commonalities and mutual assistance between the interactional music classroom and humanistic and positive psychology in terms of ideological connotations. Discuss the practical implications of humanistic psychology and its derivation of positive psychology in terms of self-actualization, student-centered view of education, associated integration and developmental educational values, psychological fluency experience, positive emotions, positive self, and positive motivation, which have common ideas with the philosophical theory of interaction, for the interactive music classroom. The characteristics and role of the music teacher in the interacting music classroom from a psychological perspective are described in terms of both teacher psychological construction and teaching attitudes. The enrichment of the ideas, psychological laws, and experiences in humanistic and positive psychology on the model of the interacting music classroom guided by the philosophical theory of interaction is discussed, divided into four subsections: suggestions for classroom goal setting, suggestions for teaching methods, teacher-student evaluation, and teaching fragment design, aimed at making teachers and students interact easily and happily and live soberly and creatively.

Applying utilitarianism to the presumed consent system for organ donation to consider the moral pros and cons

In May 2020, England adopted an opt-out approach for organ donation, also referred to as the deemed consent system, with the aim of alleviating the demand for organs in the UK. This system dictates that those who have not opted out will have their organs donated following their death, with the exception of those meeting certain criteria. This article applies the philosophical theory of utilitarianism to the deemed consent system for organ donation, focusing particularly on topics such as that of informed consent and family refusal. Utilitarianism is a consequentialist theory that attempts to determine whether an action is morally right or wrong based on whether or not it maximises the preferences of the greatest number of people, with each person's satisfaction being considered as equal to another's.

HERMENEUTICAL AND CULTURAL PRINCIPLES OF FORMATION OF A CHARISMATIC TEACHER-LEADER

The article analyzes the essence and meaning of key concepts that play a significant methodological role in the study and substantiates the need to apply hermeneutical and cultural principles in the process of forming a future charismatic teacher leader. It is proved that the main idea of the philosophical and pedagogical theory of hermeneutics is the idea of understanding that acts as a fundamental need of the individual. The rationale for this idea was initiated by the German philosopher F.Schleiermacher. The scientist sketched a “hermeneutical circle” in which a person stays their whole life. This circle is not a constant value, it tends to change, filli ng with cultural meanings of the individual. Based on the results of the analysis of the contribution of leading representatives of the philosophical theory of hermeneutics, the necessity of developing the course of Pedagogical Hermeneutics was proved in the article, and the leading directions for forming the future charismatic teacher-leader were determined.