Toward a Taxonomy of Climate Emotions

There is a growing evidence that emotions shape people's reactions to the climate crisis in profound but complex ways. Climate emotions are related to resilience, climate action, and psychological well-being and health. However, there is currently a lack of research about the array of various climate emotions. There is also a need for more integration with general research about emotions. This article conducts a preliminary exploration of the taxonomy of climate emotions, based on literature reviews and philosophical discussion. The term emotion is used here in a broad sense, as is common in climate emotion research. Because of the urgency of the climate crisis and the lack of previous research, this kind of exploration is aimed to be helpful for both practical climate work and for future research which would include more systematic reviews of the topic. Research items which discuss at least five different climate emotions, based on empirical observations, are used as major sources and a table about them is provided. Climate emotions are discussed on the basis of interdisciplinary research. The article considers many aspects of the phenomena of climate anxiety and climate grief.

The Problem of Matter of Education in the Digital Age

The aim of the article is to philosophically address and expand the contemporary discourse of the increasingly digitalized education by examining the problem of matter of education and its conceptualizations in this context. With the digital transformation of education a significant change occurs not only in terms of what is considered to be a matter of education, but also in the very principles of interaction between the subjects of education. In order to do this, in the first section several examples of conceptual justifications of applying digital technologies in education are examined with the task of demonstrating how in such justifications the activity of education is reduced to the process of learning and what risks such instrumental interpretation engenders. Then, these issues are analyzed and contextualized utilizing the material of the philosophical discussion of the 20th century - the critique of the progressive education in the analytic philosophy of education. By outlining the relevance of the arguments of discussion on manner/matter to realities of digital education, the issue of the dominance of the logic of learning in current education is analyzed. In the last section several adjustments to the contemporary discourse on digitalization of education are proposed, aimed at finding a balance between individual and social dimensions of the problem of matter of education, given the current tendency of mass personalization in education. Particularly, the importance of the idea of education as a common good in the contemporary educational discourse is claimed.

Artificial Intelligence from an Interdisciplinary Perspective: Philosophical and Legal Aspects

The article discusses the development of artificial intelligence systems from an interdisciplinary perspective, addressing philosophical and legal problems. Special attention is paid to the issue of the creation of artificial general intelligence. The use and implementation of AI systems can potentially create controversial legal situations from in many areas. Among them are data confidentiality, social security and responsibility, intellectual property of AI systems, legal personality of AI systems, ethical standards of using AI systems. It is shown that legal regulation in the field of AI is lagging behind technological development. There is practically no legal regulation of the terms, conditions, and rules of the development, launching, operating, integration into other systems, and controlling of AI technologies. The authors analyzes the process of improving the regulatory framework in some countries, especially in the Republic of Belarus. The articles focuses on the paradoxes of legal regulation of AI systems. That authors argue that there is a need for coordination in the development of Belarusian legislation in the field of AI, taking into the account the international legal and philosophical discussion on the social responsibility of AI. The article proposes to develop and adopt a special legislation on the development of AI and robotics. According to the authors, in the new legislation, special attention should be paid to the issues of legal and ethical use of AI systems. The article concludes that there is a critical importance of a comprehensive and multidisciplinary discussion to ensure legal regulation of AI-related issues.

Neuroeconomics in operational and managerial decision-making: a philosophical aspect

This article is devoted to a philosophical discussion of the emerging field of neuroeconomics, which is the study of neural mechanisms involved in decision-making and their economic significance. Separate concepts of rational and irrational decision-making in philosophy, economics and psychology are presented. In the interdisciplinary field of neuroeconomics, through logic and individual examples, it explores approaches in the theory of decision-making. Neuroeconomical accounting of irrationality is characterized, and it is confirmed that a person does not always make rational decisions. It is noted that because of his brain activity, decisions can be predetermined in advance, creating the so-called «illusion of choice».

Proportionality

This chapter discusses, again from both a normative and a descriptive perspective, issues having to do with the role of proportionality in causal judgment. In my treatment, proportionality has to do, roughly, with the extent to which a cause is characterized in such a way that the variation in the effect is captured by variation in the cause. Proportionality was introduced into philosophical discussion by Yablo; this chapter retains the underlying idea of his proposal but reformulates it in order to respond to various philosophical criticisms. It is argued that, so understood, proportionality has a natural normative rationale and that there is experimental evidence that ordinary subjects judge in accord with it. Several different formulations of proportionality are explored and contrasted.

Bettina von Arnim's Romantic Philosophy in Die Günderode

This article puts forward a philosophical interpretation of Bettina von Arnim's epistolary book Die Günderode, in the following stages. First I situate von Arnim's work in relation to women's participation in early German Romanticism and idealism. The ideal of Symphilosophie, which was integral to Romantic epistemology, created possibilities for women to participate in philosophical discussion, albeit not on equal terms with men. This suggested that perhaps Symphilosophie between women could be more equal and reciprocal. However, interpreters have considered the Sym- in Günderrode and von Arnim's Symphilosophie more than the -philosophie, whereas here I foreground Die Günderode's rich philosophical content. I trace the stages in the unfolding dialogue between Günderrode and von Arnim and identify von Arnim's philosophical standpoint as it emerges from this dialogue. For Günderrode, finite beings are attracted together and can only fully unite by dying and superseding their boundaries. This feeds into a gigantic cosmic process through which the earth spiritualizes itself, progressively transcending its own materiality. Von Arnim likewise thinks that all finite beings are dynamically interconnected within the earth's creative process. But, unlike Günderrode, von Arnim thinks that finite beings can realize their interconnectedness within life without needing to die, which means in turn that material nature can rise into successive levels of spirit without its materiality having to be superseded. This metaphysical difference orchestrates many other philosophical disagreements between the two women. I then conclude that on balance, and with significant qualifications, Die Günderode embodies a successful Symphilosophie between women, but that von Arnim is simultaneously pointing out the fragility of Symphilosophie. The more independence dialogue partners have, the more liable they are to move away in new directions and abandon or outgrow the conversation, just as Günderrode turns away from von Arnim by the end of the book.

Androids, Oracles and Free Will

Claims about freedom and predestination are ubiquitous in movies, novels, and myths. These claims touch upon the philosophical problem of the compatibility of free will and determination. In order to make an informed judgment about whether these claims are true, it is helpful to know what philosophers have to say about free will. However, philosophical discussions are usually absent in popular culture. It is perhaps no wonder, since free will is a topic that has been discussed for millennia. Consequently, these discussions have become quite complicated and not easy to decipher. This essay is a popular introduction to these discussions, accessible to readers without former acquaintance with the topic. I provide references to other works for readers interested in knowing more. My aim is to show that while there are persuasive arguments against free will, there are no fewer persuasive replies to these arguments. Free will is a fascinating topic, and I hope that acquaintance with the relevant philosophical discussion will prove useful for those who wonder if anyone is free to create their own destiny.

Neural Prosthetics

Neural prosthetics (neuroprostheses, neural prostheses) are devices or systems that influence the input and output of information in the brain. They modulate, bypass, supplement, or replace regions of the brain and its connections to the body that are damaged, dysfunctional, or lost from brain injury, congenital conditions, limb loss, or neurodegenerative disease. Neural prosthetics can generate, improve, or restore sensory, motor, and cognitive functions. Some prosthetics are implanted in the brain. Others are connected to it in brain–computer interfacing. This book describes auditory and visual prosthetics, deep brain and responsive neurostimulation, brain–computer interfaces, brain-to-brain interfaces, optogenetics, and memory prosthetics and discusses some of their neuroscientific and philosophical implications. The neuroscientific discussion focuses on how neural prosthetics can restore brain and bodily functions. The philosophical discussion focuses on how people with these prosthetics can benefit from or be harmed by them. It also focuses on how these devices and systems can lead to a better understanding of or change our attitudes about the brain–mind relation, identity, mental causation, and agency. The book considers the therapeutic, rehabilitative, and restorative potential of neural prosthetics in improving functional independence and quality of life for millions of people with disabling conditions.

Personality psychology in a comparative approach

We present the views of persons such as Freud, Jung, Fromm, Maslow, Rogers and Allport. The results of the present study show that although the study of the soul is a philosophical discussion in nature, but no theory in the psychology can begin a scientific explanation without taking a position on the soul. In fact, even the psychologists who have tried to exclude such concepts from their theories, have taken a definite position on this subject. Therefore, the importance of this philosophical discussion should be sought in the power of explaining psychological theories. Although the discussion of the correspondence of the soul in the philosophy with the discussion of the personality or mind in the psychology is an unscientific and inaccurate discussion, but in terms of studying the human nature in the field of philosophy and psychology, we can discuss the soul in the philosophy and the personality or mind in the psychology. We can also evaluate the approach of each of them.

Paradigm and Objectivity in the Sciences: Pedagogical Repercussions from a Wittgensteinian Perspective

The concept of paradigm became, in the middle of the last century, a central concept in the philosophical discussion about the nature of scientific knowledge. However, little attention has been paid to the strength of this concept in the constitution of the senses in general and, in particular, about its role in the transmission and acquisition of new scientific concepts, not only in the community of scientists, but also among basic-science teachers and students. I argue that a Wittgensteinian-inspired reflection on the transcendental use of this concept, as part of the grammar of scientific concepts, can clarify not only fundamental questions about the nature of scientific activity (avoiding both dogmatic and relativistic conceptions), but can also provide us with clues to identify sufficient, though not necessary, conditions so that something becomes an object for scientific thinking in the context of school education.