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611.
The Great Apes and the Severely Disabled: Moral Status and Thick Evaluative Concepts 总被引:1,自引:0,他引:1
Logi Gunnarsson 《Ethical Theory and Moral Practice》2008,11(3):305-326
The literature of bioethics suffers from two serious problems. (1) Most authors are unable to take seriously both the rights
of the great apes and of severely disabled human infants. Rationalism—moral status rests on rational capacities—wrongly assigns
a higher moral status to the great apes than to all severely disabled human infants with less rational capacities than the
great apes. Anthropocentrism—moral status depends on membership in the human species—falsely grants all humans a higher moral
status than the great apes. Animalism—moral status is dependent on the ability to suffer—mistakenly equates the moral status
of humans and most animals. (2) The concept person is widely used for justificatory purposes, but it seems that it cannot play such a role. It seems that it is either redundant
or unable to play any justificatory role. I argue that we can solve the second problem by understanding person as a thick evaluative concept. This then enables us to justify assigning a higher moral status to the great apes than to
simple animals: the great apes are persons. To solve the first problem, I argue that certain severely disabled infants have
a higher moral status than the great apes because they are dependent upon human relationships for their well-being. Only very
limited abilities are required for such relationships, and the question who is capable of them must be based on thick evaluative
concepts. Thus, it turns out that to make progress in bioethics we must assign thick evaluative concepts a central role.
相似文献
Logi GunnarssonEmail: |
612.
Wolfgang Wildgen 《Axiomathes》2008,18(1):91-116
The evolution of human symbolic capacity must have been very rapid even in some intermediate stage (e.g. the proto-symbolic
behavior of Homo erectus). Such a rapid process requires a runaway model. The type of very selective and hyperbolically growing
self-organization called “hypercyle” by Eigen and Schuster could explain the rapidity and depth of the evolutionary process,
whereas traditional runaway models of sexual selection seem to be rather implausible in the case of symbolic evolution. We
assume two levels: at the first level the species is adapted to ecological demands and accumulates the effects of this process
in the genome. At the second level a kind of social/cultural knowledge is accumulated via a set of symbolic forms, one of
which is language. Bühler’s model of three basic functions of signs can also be elaborated so that its cyclic structure becomes
apparent. We assume that the hypercyclic process of semiosis and functional differentiation was triggered in 2 my BP (with
the Homo erectus) and got more and more speed with the species Homo sapiens and later. The consequences for the evolutionary
stratification of human languages will be drawn in the last section of the paper. The basic aim of the paper is to provide
a semiotic (and not just a linguistic) explanation of the origin of language which can be linked to relevant models in evolutionary
biology and which exploits the possibilities contained in self-organizing systems.
相似文献
Wolfgang WildgenEmail: |
613.
Spatial reorientation in large and small enclosures: comparative and developmental perspectives 总被引:2,自引:0,他引:2
Several vertebrate species, including humans, following passive spatial disorientation appear to be able to reorient themselves
by making use of the geometric shape of the environment (i.e., metric properties of surfaces and directional sense). In some
circumstances, reliance on such purely geometric information can overcome the use of local featural cues (landmarks). The
relative use of geometric and non-geometric information seems to depend upon, among other factors, the size of the experimental
space. Evidence in non-human animals and in human infants for primacy in encoding either geometric or landmark information
depending on the size of the environment is reviewed, together with possible theoretical accounts of this phenomenon. 相似文献
614.
James Scott Johnston 《Studies in Philosophy and Education》2009,28(2):119-133
The biggest problem facing schools having social justice curricula, beyond implementation of a programme, I claim, is the problem of justification: what grounds what in social justice and how do we make this manifest to ourselves and to the curricula? If we cannot address this, then social justice curricula are doomed to begging the question. I claim that a ranking of human rights is not only necessary to adjudicate competing claims for social justice and at the same time, thwart interference with already agreed-upon human rights: it is necessary for any curriculum of social justice for schools. That is to say, curricular programs of social justice cannot justify social practices that interfere with human rights, nor can they teach otherwise than this. Due attention to the violation of human rights is necessary, I shall argue, and must be central in the discussion of education for social justice. 相似文献
615.
The role of the auditory brainstem in processing linguistically-relevant pitch patterns 总被引:1,自引:0,他引:1
Historically, the brainstem has been neglected as a part of the brain involved in language processing. We review recent evidence of language-dependent effects in pitch processing based on comparisons of native vs. nonnative speakers of a tonal language from electrophysiological recordings in the auditory brainstem. We argue that there is enhancing of linguistically-relevant pitch dimensions or features well before the auditory signal reaches the cerebral cortex. We propose that long-term experience with a tone language sharpens the tuning characteristics of neurons along the pitch axis with enhanced sensitivity to linguistically-relevant, rapidly changing sections of pitch contours. Though not specific to a speech context, experience-dependent brainstem mechanisms for pitch representation are clearly sensitive to particular aspects of pitch contours that native speakers of a tone language have been exposed to. Such experience-dependent effects on lower-level sensory processing are compatible with more integrated, hierarchically organized pathways to language and the brain. 相似文献
616.
Participants were asked to draw inferences about correlation from single x,y observations. In Experiment 1 statistically sophisticated participants were given the univariate characteristics of distributions of x and y and asked to infer whether a single x, y observation came from a correlated or an uncorrelated population. In Experiment 2, students with a variety of statistical backgrounds assigned posterior probabilities to five possible populations based on single x, y observations, again given knowledge of the univariate statistics. In Experiment 3, statistically naïve participants were given a problem analogous to that given in Experiment 1, framed verbally. Experiment 4 replicated Experiment 3 but added an "impossible to determine" response option. Models that rely on computing sample correlations make no predictions about these investigations. From a Bayesian perspective, participants' inferences in all four experiments tended to make probabilistically valid inferences as long as the single datum was directional. The results are discussed in light of the Brunswikian notion of vicarious functioning. 相似文献
617.
本研究通过访谈、文献分析、问卷调查,采用探索性因子分析和验证性因子分析等方法,探讨了高校教师组织承诺的结构维度.结果显示,高校教师的组织承诺结构由感情承诺、理想承诺、关系承诺、条件承诺、持续承诺和责任承诺六个因子构成. 相似文献
618.
Kerri Woods 《Res Publica》2009,15(1):53-66
This article reassess Rorty’s contribution to human rights theory. It addresses two key questions: (1) Does Rorty sustain his claim that there are no morally relevant transcultural facts? (2) Does Rorty’s proposed sentimental education offer an adequate response to contemporary human rights challenges? Although both questions are answered in the negative, it is argued here that Rorty’s focus on suffering, sympathy, and security, offer valuable resources to human rights theorists. The article concludes by considering the idea of a dual approach to human rights, combining Rorty’s emphasis on sentiment with an analysis of patterns of responsibility for the underfulfilment of human rights. 相似文献
619.
We investigated whether dogs and 2-, and 3-year-old human infants living, in some respects, in very similar social environments
are able to comprehend various forms of the human pointing gesture. In the first study, we looked at their ability to comprehend
different arm pointing gestures (long cross-pointing, forward cross-pointing and elbow cross-pointing) to locate a hidden
object. Three-year-olds successfully used all gestures as directional cues, while younger children and dogs could not understand
the elbow cross-pointing. Dogs were also unsuccessful with the forward cross-pointing. In the second study, we used unfamiliar
pointing gestures i.e. using a leg as indicator (pointing with leg, leg cross-pointing, pointing with knee). All subjects
were successful with leg pointing gestures, but only older children were able to comprehend the pointing with knee. We suggest
that 3-year-old children are able to rely on the direction of the index finger, and show the strongest ability to generalize
to unfamiliar gestures. Although some capacity to generalize is also evident in younger children and dogs, especially the
latter appear biased in the use of protruding body parts as directional signals. 相似文献
620.
Alexander Klippel 《Cognitive processing》2009,10(2):175-183
The human factors in GIScience Laboratory (Human Factors Lab) of The Pennsylvania State University’s Department of Geography
is located in University Park, PA (USA). University Park and bordering State College, PA are found in the heart of PA between
the cities of New York City, NY, Philadelphia, PA, and Pittsburgh, PA. The laboratory is directed by Dr. Alexander Klippel
and is part of the GeoVISTA Center. The Human Factors Lab contributes to Penn State Geography’s strong tradition as a leader
in research on map perception, spatial cognition, and behavior in spatial environments. This report focuses upon basic research
topics in spatial cognition, including: (1) perceptual and cognitive factors in map symbolization and design, (2) the creation
of cognitively ergonomic route directions for next generation location based services (LBS), (3) You-Are-Here maps and the
creation of a sense of place through map-like representations, (4) the conceptualization and representation of dynamic phenomena
(i.e., geographic movement pattern), and (5) the relationship between linguistic and non-linguistic conceptualization. 相似文献