Although recent empirical research suggests that there is a gender gap in Anglophone philosophy, no research has been done on the representation of women in non‐Anglophone philosophy. The present study constitutes a first step toward filling this void in the literature by providing empirical evidence on the representation of female students and female faculty members in Greek universities' departments of philosophy. Our findings indicate that the underrepresentation of female students in philosophy is not a universal phenomenon, since female students constitute (...) the majority of philosophy students in Greece at both the undergraduate and the graduate levels. However, our findings also suggest that the low number of women in philosophy at the faculty level is not a problem unique to Anglophone philosophy, since female faculty members comprise, on average, only 29% of philosophy faculty members in Greece. In order to explain these findings, we argue, first, that the teaching of philosophy at the secondary level may motivate female students in Greece to enter and persist in philosophy, and, second, that since the gender gap at the faculty level in Greece cannot be attributed to the low number of female students in the philosophy pipeline, the causes of women's poor participation in philosophy at the faculty level should be looked for elsewhere. (shrink)

Metaphysical realism about mental disorder is the thesis that mental disorder exists mind-independently. There are two ways to challenge metaphysical realism about mental disorder. The first is by denying that mental disorder exists. The second is by denying that mental disorder exists mind-independently. Or, differently put, by arguing that mental disorder is mind-dependent. The aim of this paper is three-fold: (a) to examine three ways in which mental disorder can be said to be mind-dependent (namely, by being causally dependent on (...) the human mind, by being weakly dependent on human attitudes, and by being strongly dependent on human attitudes), (b) to clarify their differences, and (c) to discuss their implications regarding metaphysical realism about mental disorder. I argue that mental disorder being mind-dependent in the first two senses is compatible with metaphysical realism about mental disorder, whereas mental disorder being mind-dependent in the third sense is not. (shrink)

Philosophy courses help students develop logical reasoning and argument skills or so it is widely assumed. To test if this is actually the case, we examined university students’ familiarity with the basic tools for argument. Our findings, based on a sample of 651 students enrolled in philosophy courses at six Greek universities, indicate that students who have prior experience with philosophy are more familiar with the basic tools for argument, and that students who have taken philosophy courses at the university (...) have stronger argument-recognition and argument-evaluation skills compared to university students with no prior experience with philosophy. Moreover, our findings suggest that students get more familiar with the basic tools for argument as their level of engagement with philosophy increases, and that they get significantly better at evaluating arguments when they become graduate students in philosophy. However, our findings also suggest that the majority of students in philosophy classrooms haven’t developed fluency in basic argument-related concepts and skills. To remedy this, we argue that philosophy instructors need to re-think the place that the teaching of argument has in philosophy courses, and the way that they teach students about argument. (shrink)

Due to the widespread use of generative artificial intelligence (GenAI) in undergraduate medical education (UGME), this study aimed to develop a set of consensus-based principles for the responsible and ethical use of GenAI, established by medical students and faculty and further validated by international medical and artificial intelligence (AI) experts. A four-round modified Delphi process, an in-person idea-generation round, two structured rating rounds, and an external expert validation round were conducted between May 2025 and February 2026. The panel included medical (...) students (n = 13) and medical professors (n = 2) in the first three rounds, and international experts in medical education and AI (n = 9) in the final round. In Round 1, an open-ended question yielded 37 potential principles. In Rounds 2 and 3, these items were rated using a 7-point Likert scale (1 = Strongly Disagree, 7 = Strongly Agree) with space for written comments; median scores and interquartile ranges were used to assess the strength of agreement against predefined decision rules, and the principles were retained, reworded, consolidated, or excluded accordingly. In Round 4, the near-final principles were validated by 9 international experts in AI medical education, AI ethics, AI technology education, or senior medical educators involved with AI curricula. The process identified 14 consensus-based principles for the use of GenAI in UGME. Given the swift adoption of GenAI in medical education, students need explicit guidance for ethical and responsible use. We established an internationally informed, expert-validated set of principles for medical students’ use of GenAI through a student-partner Delphi study with external validation by a multinational expert panel. Institutions developing GenAI guidelines may adapt this framework for implementation in local educational contexts. (shrink)

The paper focuses on the current conditions of the Shoah’s memory transmission. The purpose is to point out the frames where a contemporary theory and praxis of the collective memory can be formulated. The first section, reffering to most recent studies, shows both components caracterizing today’s process of memorizing the Shoah: the passagge from memory to post-memory (Hirsh) and the whirling increase of the chance to record and reproduce the past (Derrida, Ferraris). In the second secion, referring to this theoretical (...) frame, I analyse the radical trasformations of the monument as the traditional media of the european public memory. The reference to the empirical case of the Denkmal für die ermordeten Juden Europas, the Shoah’s Memorial designed by Peter Eisenman, underlines the shift from monument to counter-monument (Young, J. E.) by materializing both the troubles and an inventive strategy to exit the saturation of the current memorial speech. (shrink)

BackgroundHIV cure research involving cell and gene therapy has intensified in recent years. There is a growing need to identify ethical standards and safeguards to ensure cell and gene therapy (CGT) HIV cure research remains valued and acceptable to as many stakeholders as possible as it advances on a global scale.MethodsTo elicit preliminary ethical and practical considerations to guide CGT HIV cure research, we implemented a qualitative, in-depth interview study with three key stakeholder groups in the United States: (1) biomedical (...) HIV cure researchers, (2) bioethicists, and (3) community stakeholders. Interviews permitted evaluation of informants’ perspectives on how CGT HIV cure research should ethically occur, and were transcribed verbatim. We applied conventional content analysis focused on inductive reasoning to analyze the rich qualitative data and derive key ethical and practical considerations related to CGT towards an HIV cure.ResultsWe interviewed 13 biomedical researchers, 5 community members, and 1 bioethicist. Informants generated considerations related to: perceived benefits of CGT towards an HIV cure, perceived risks, considerations necessary to ensure an acceptable benefit/risk balance, CGT strategies considered unacceptable, additional ethical considerations, and considerations for first-in-human CGT HIV cure trials. Informants also proposed important safeguards to developing CGT approaches towards an HIV cure, such as the importance of mitigating off-target effects, mitigating risks associated with long-term duration of CGT interventions, and mitigating risks of immune overreactions.ConclusionOur study identified preliminary considerations for CGT-based HIV cure across three key stakeholder groups. Respondents identified an ideal cure strategy as one which would durably control HIV infection, protect the individual from re-acquisition, and eliminate transmission to others. Known and unknown risks should be anticipated and perceived as learning opportunities to preserve and honor the altruism of participants. Preclinical studies should support these considerations and be transparently reviewed by regulatory experts and peers prior to first-in-human studies. To protect the public trust in CGT HIV cure research, ethical and practical considerations should be periodically revisited and updated as the science continues to evolve. Additional ethics studies are required to expand stakeholder participation to include traditionally marginalized groups and clinical care providers. (shrink)

A presente proposta tem como objetivo dialogar sobre o papel social da religião e sua relação com o desrespeito à alteridade no espaço escolar. Partindo do conceito de Lévinas sobre alteridade, buscar-se-á analisar a relação conflituosa existente entre alunos adeptos de religiões de matriz africana e alunos que professam outra religião, buscando assim refletir para sobre o papel do professor nesses casos. Discussões como estas se fazem necessárias, pois buscam meios para amenizar esses conflitos; para isso, fundamenta-se em pensadores que (...) abordam a importância da não banalização do outro e da valorização das religiões de matriz africana, compreendendo que as mesmas fazem parte da realidade dos alunos e que, por muito tempo, foram inviabilizadas, demonizadas e hoje ainda passam por um processo de não aceitação por parte da sociedade, neste caso no meio escolar. Parte deste artigo foi apresentado durante o I Colóquio Internacional Bullying Submerso: Religião e Etnicidade na Escola, promovido pelo Programa de pós Graduação em Ciências da Religião da Pontifícia Universidade Católica de Goiás, em outubro de 2015, e é fruto de pesquisas realizadas[1] no doutorado e de vivências enquanto professora de 1° e 2° fase da rede estadual da mesma cidade, e como umbandista Omó Ifá e abiã de orisá. [1] Essa pesquisa não recebeu financiamento, porém, parte dela foi realizada durante os estudos de doutorado. (shrink)

This paper focuses on the question of whether divine passibility is metaphysically possible using the work of Hartshorne, Creel, Shields, Taliaferro and Sarot. Passibilism is seen to be difficult to assert because of the problem of radical particularity, which is the problem of how God might feel in exactitude the experience of many diverse creatures which are radically particular while also feeling different experiences of other equally radically particular beings. I conclude that the question of passibility is an unresolved problem (...) and should be addressed from the perspective of specific attributes of God such as omniscience and omnipresence. (shrink)

Nearly a decade has passed since the UN COnference on Environment and Development at Rio. This guest editorial takes stock of what has been achieved, and looks forward to the 2002 World Summit on Sustainable Development in Johahhesburg.

Der vorliegende Artikel untersucht die sprachliche und ästhetische Darstellung meditativer Erfahrungen in der Literatur der Vor- und Frühromantik. In Anschluss an literarische Formen der frühen Neuzeit, die die meditatio als ein eigenes Genre der Literatur, insbesondere der Lyrik, etablierten, entdecken die Autoren des späten 18. und beginnenden 19. Jahrhunderts die Meditation als ein Medium der reflexiven Selbsterfahrung und -darstellung, das es erlaubt, das Ich sowohl in seiner Innerlichkeit als auch in seinem Verhältnis zur Natur und zum Kosmos zu erkunden. Träger (...) des meditativen Vorgangs kann dabei zum einen die gegenwärtige Wahrnehmung einer Landschaft, eines Gegenstands oder Ablaufs der Natur, zum anderen aber auch die Erinnerung sein. Bestimmend für die frühromantischen und romantischen Adaptationen der Meditation ist dabei eine charakteristische Tendenz zur Verschmelzung, in der das meditierende Subjekt sich als eins mit der umgebenden Natur bzw. mit dem betrachteten oder erinnerten Gegenstand erfährt. (shrink)

Journal of Philosophy of Education, EarlyView.

Introduction: original questions -- Nostalgia's early modern origins: cultural backgrounds -- Dr. Thomas Willis and the science of nervous sensibility -- Nostalgia's original theories: implications and effects -- The ranz-des-vaches -- "Medical" nostalgia and its uses in eighteenth- and nineteenth-century Europe -- Critics of nostalgia: Kant, Schopenhauer, and the question of time -- Nostalgia's modern translations -- Uncanny acts of violence -- Postmodern reencounters -- Conclusion: the end of nostalgia.

Das Verhältnis von Natur und Idee ist für jede idealistische Philosophie ein Kernpunkt ihres Ansatzes. Hegel bestimmte die Natur als das Andere der Idee, die sich in Freiheit als Natur aus sich entläßt. In der Natur zeigen sich die logischen Strukturen verhüllt und im Abbild, z. B. die Naturgesetze und die logischen Beziehungen. Auch die Kategorie des Lebens in Hegels Logik belegt die enge Verbindung von Natur und Logik. Die Entäußerung der Idee in der Natur gehört zum Wesen der Idee (...) auf ihrem Weg zum Geist. Diese Thematik wird in acht Beiträgen von bekannten Hegelforschern unter verschiedenen Aspekten bearbeitet. Sie verstehen die Sicht Hegels als einen bedeutenden Entwurf, der die Einheit der Wirklichkeit unter dem Vorzeichen der Idee zur Geltung bringt. (shrink)

Die 22 Beiträge dieses Bandes begreifen Sprache als Fundamentalkategorie des Menschen. Alles Sprachliche ist nicht zeichentheoretisch zu verstehen, sondern als Ausdruck eines notwendigen Verhältnisses von Wort und Sache. Dies wird am Kritischen der Sprache selbst, am Sprachdenken und am Metaphorischen zu zeigen versucht. Wichtige Erscheinungen des deutschen Sprachdenkens werden vorgestellt. Die problematische Entwicklung des Sprachbegriffs seit dem 19. Jahrhundert erscheint im Tatsachenbegriff, in der Vorstellung der öffentlichen Rede und in der Tendenz zur Mediensprache. Die Stellung der bedeutenden Literatur innerhalb dieser (...) Sprachvorstellung wird ebenso erörtert wie die Mängel und Anpassungsversuche der Literaturwissenschaft in diesem Zusammenhang. Außerdem geht es um die Fragwürdigkeiten der Literaturkritik heute. Die Überlegung zum Sprechen in den Medien geht vom Typus des Journalisten einerseits wie von den zentralen Medienbegriffen, nämlich Nachricht und Meinung, andererseits aus. Kritische Betrachtungen des Umgangs der Medien mit der Metaphorik wie deren Tendenz auf Sprachbeherrschung werden ebenso behandelt wie die historische Medienkritik und Thesen zur sprachkritischen Ethik in den Medien. Die Arbeit von Karl Kraus als bisher wichtigstes Beispiel einer sprachlichen Medienkritik wird dargestellt. Abschließend geht es um den Begriff der Interpretation als zentralen Begriff einer sprachorientierten Wissenschaft. (shrink)

The topic of "Einladung zur Odyssee" is the knowledge of the human individual. As knowledge nowadays is always associated with scientific knowledge, and as scientific knowledge is always collective knowledge - and not individual knowledge - this book is not only not scientific, it also tackles a non-topic, a topic that, from the point of view of today's people, simply does not exist. The consequences of this point of view and of this concept that there is no knowledge other than (...) scientific knowledge can be seen in our current educational systems: The mind of a young person can either be adapted to science or it has to be broken. The author of this book is in no manner unscientific and does not have any tendency to the belief in esoteric truths; he just misses (and missed in his life) the understanding of teachers and university professors for the necessity of the individual student to find his own approach to a topic and to find answers to his own questions. This book was inspired by personal experiences during my studies at the University of Vienna like the following: When I tried, in a seminar, to express that I have now understood a certain concept which I did not understand before, and what that means for me, how it modifies other related concepts in my mind, I was regularly shut down by the professor who was offended by my practice of relating a concept to myself, to my own person. Instead of doing that I should relate it to that which is of general interest. (In this occasion I also learned that my professors confunded universality with that which is of general interest.) In short, university professors and persons of scientific character seem to lack the understanding that the head of a student has to wire itself in order to function. This process of wiring itself of students' brains is called learning. Nowadays people seem to have no respect of learning, they do not understand that learning is a sensitive and fragile process which can easily be harmed by professors shutting down students without kowing and even caring about what is currently happening in their brains. (shrink)