An American Philosopher at Moscow State University, 1964–1965

For an American philosopher participating in a cultural exchangeprogram with the Soviet Union in 1964–65, a year spent in thePhilosophy Faculty of Moscow State University, studying and doingresearch in the history of Russian philosophy, provided manyinteresting insights – some of them surprising – into the theoryand practice of Marxism-Leninism and the nature of philosophicaleducation in Russia in the 1960s.     

精诚合一:医学哲学事业的永恒主题

医学哲学事业的价值在于发现并弘扬医学的基本精神。“精诚合一”是医学亘古不变的基本精神。当代医学哲学研究的任务是揭示医学的“精诚合一”特征及其深刻内涵,注重“精”与“诚”的有机结合,批判现实医疗活动和理论研究在“精”、“诚”问题上的片面,弘扬医学的基本精神。     

Methodological altruism as an alternative foundation for individual optimization

Can economics, which is based on the notion of individual optimization, really model individuals who have a sense of exteriority? This question, derived both from Marcel Mauss's sociological analysis of the social norm of gift-giving and from Emmanuel Levinas's phenomenological analysis of the idea of 'otherness,' leads to the problem of whether it is possible to model altruism with the tool of optimization. By investigating the ways in which economic theory can address this challenge, and by introducing a postulate of methodological altruism following Levinas's theory of the constitution of subjectivity through otherness, this paper uncovers an alternative foundation for the very notion of optimizing calculation - no longer as a self-centered initiative, but rather as an other-centered response. This makes it possible to clarify the implicit content of usual economic individualism, and to see on the basis of which ethical arguments the economic method of optimization may be upheld. The paper studies the consequences of this renewed foundation of optimization for the organization of a fair and efficient interaction between altruists.     

Guest Editorial: Afterlife Research and the Shamanic Turn

In Western culture, approaches to the afterlife have mutated throughout history, from shamanism and mythology to philosophy, spiritualism, and psychical research. For conceptual reasons, however, survival research seems to many to be languishing, despite some remarkable recent advances. I urge a return to a more experience-based approach, modeled after features of the near-death experience, for its practical benefits; I intend that approach to complement other forms of research, not displace them. Finally, I underscore the unique status of survival research as a scientific pursuit.     

Class in the Classroom: Engaging Hidden Identities

Using Marcuse's theory of the total mobilization of advanced technology society along the lines of what he calls "the performance principle," I attempt to describe the complex composition of class oppression in the classroom. Students conceive of themselves as economic units, customers pursuing neutral interests in a morally neutral, socio-economic system of capitalist competition. The classic, unreflective conception of the classroom responds to this by implicitly endorsing individualism and ideals of humanist citizenship. While racism and cultural diversity have come to count as elements of liberal intelligence in most college curricula, attempts to theorize these aspects of social and individual identity and place them in a broader content of class appear radical and inconsistent with the humanistic notion that we all have control over who we are and what we achieve. But tags such as "radical" and "unrealistic" mark a society based on the performance principle. Marcuse allows us to recognize a single author behind elements of psychology, metaphysics, and capitalism. The fact that bell hooks hits upon a similar notion suggests that we might use Marcuse's theory of the truly liberatory potential of imagination to transform and reconceive our classrooms so that the insidious effects of class, racism, and individualistic apathy might be subverted. Specifically, I outline and place into this theoretical context three concrete pedagogical practices: (a) the use of the physical space of the classroom; (b) the performance of community through group readings and short full-class ceremonies, and (c) the symbolic modeling represented by interdisciplinary approaches to teaching. All three of these practices engage students in ways that co-curricularly subvert class (and, incidentally, race divisions) and allow students to imagine, and so engage in, political action for justice as they see it.     

Philosophy of Education in Spain at the Threshold of the 21st Century – Origins,Political Contexts,and Prospects

This article analyzes the evolution of Philosophy of Educationin Spain and its situation at the dawn of the 21st century. Spain'speculiar socio-historical circumstances have largely conditioned thedirection this discipline has taken over the last several decades. So,although during a period there was some approximation towards themethods of analytic philosophy, Philosophy of Education has never fullyrelinquished its normative vocation. To do so would have meant spurningthe hopes and fears that had filled Spanish society by the mid 1970supon the reinstatement of civil liberties and democracy. Indeed,attention to the circumstances and that normative orientation have foundtheir best fit in a practical Aristotelian-based philosophy meant toendow Philosophy of Education with a normative character that do notshun the educator's need for reflection, practical decision-making, andresponsibility. Since the 1990s, new directions have been marked by thechallenge of postmodernism, inasmuch as it affects not only thetechnological positivist model but also the reflective educator's modelof a practical Philosophy of Education. The new directions spread out invarious ways, yet they all fall into a common denominator of narrativetrends. The problem posed by these new languages lies in the extent towhich they are consistent with pedagogic intent. In turn, the answerstake on different profiles depending on whether the stance leans moretowards the philosophical or the pedagogical point of view withinPhilosophy of Education. The complementary nature of both perspectivescharacterizes the current state of the field in Spain.     

对话：医学人人文中的普世关怀与公共理性

对话主张,我们不妨暂时放弃最高限度的理想化方式（终极关怀）,转而寻求宽容、宽泛前提下的公共理性,医学不仅是科学的,更是人文的。而要推动技术教育至上背景下生长的一代青年学子完成这样一次沉重的转向,有两门学科不可绕过,一门是科学史,另一门是科学哲学。     

医学与宗教

通过展示医学与宗教部分客观存在的联系,经此努力发现并力图提示宗教与医学之间的某些关系及其影响,认为医学与宗教有着共同的研究目的、生命与死亡。两者殊途同归。     

ON IAN HARBOUR'S ISSUES IN SCIENCE AND RELIGION

Abstract. Although Ian Barbour endorses process organicism in Issues in Science and Religion , his rhetoric against vitalism and dualism makes his discussion of life, mind, and the part-whole relationship sound like relational emergentism and hence like a denial of process philosophy's nondualistic interactionism. Also his rhetoric against a God of the gaps seems to exclude the God-shaped hole in Alfred North Whitehead's philosophy. A more consistent articulation of Whitehead's postmodern position would lead to greater adequacy and consistency on these issues, and perhaps also to a more radically postmodern view of science—a view which Whitehead himself only sometimes suggested.     

HUXLEY'S EVOLUTION AND ETHICS IN SOCIOBIOLOGICAL PERSPECTIVE

Abstract. T. H. Huxley's essay and prolegomena of 1894 argued that the process and products of evolution are morally unacceptable and act in opposition to the ethical progress of humanity. Modern sociobiological insights and studies of organisms in natural settings support Huxley and justify an even more extreme condemnation of nature and an antithesis of the naturalistic fallacy: what is, in the biological world, normally ought not. Modern biology also provides suggestions on the origin of the human moral impulse and on tactics likely to be effective in the combat against nature urged by Huxley.