Algemeen Nederlands Tijdschrift voor Wijsbegeerte - Volume 111, Issue 4, 2019

Apocalypse, notre amour. An essay

The apocalypse entails the idea of a final judgment. Thinking about the apocalypse then invites us to consider the question of mankind’s goodness. With Immanuel Kant, I will argue, that such reflection warrants a deep pessimism. Humankind falters in light of the moral standard. Yet, such pessimism leaves room for a political optimism in which impartiality and reciprocity are key elements. Even if moral goodness is nigh-impossible to achieve, we can and should strive for minimal decency. Also, I will claim that those who have reason to doubt Kant’s rationalist and metaphysical foundations for such a modest political program (because they believe in pluralism), still have reason to endorse a similar political liberalism. We will need confidence in this endeavor to respond to a growing relativism, possibly foreshadowing an Other Apocalypse in which all judgment is judged to be wrong.

Neuroparenting: Between apocalypse and utopia

Neuroscience increasingly invades all domains of our lives, including the intimate realm of child raising and parenting. The current trend of neuroparenting, that is parenting advice based on neuroscientific research, fits this development. This article analyses this development from an ethical point of view. We will outline the current developments in the domain of neuroparenting with a special focus on the so-called ‘baby brain’ and ‘adolescent brain’. To discuss corresponding promises and perils, we do not only provide an overview of current studies developing ethical arguments, but we will also present several blind spots in that debate. We will conclude with some advice on how to integrate neuroscience findings in parenting practice in the most ethical way and point out limits that ought to be respected.

Education in the post-truth era: Reflections on the role of learning in sustainability and democracy

This paper revisits the field of (Higher) Education for Sustainable Development in a post-truth era. It reflects on the current debate regarding the role of education in sustainability from a Deweyan perspective. This approach leads towards a renewed interpretation of individual sustainability competences in societal context influenced by post-truth characteristics and super wicked problems. The Deweyan perspective with focus on personal flourishing and the role of education in democracy, provides guiding principles to frame individual sustainability competences in the current post-truth context, thereby highlighting the importance of critical inquiry. The paper recommends to revisit the connection between education and sustainability from a personal and societal perspective, thereby taking into account the current context of higher education, influenced by neoliberalism, economic efficiency and managerialism.

‘The living will envy the dead’: Medical responsibility in the face of a nuclear apocalypse, 1960-1989

During the 1980s, the heightening of tensions between nato and the Eastern Bloc motivated thousands of physicians to voice concerns about the medical consequences of a nuclear war. It seemed certain that such a conflict, extending to the major civilian centers and industrial areas of the protagonists, would see millions of casualties engulfing the health care systems. These gloomy predictions were coupled with the prevalent idea that nuclear war is immoral and physicians have a special responsibility to prevent it. Although contested by a majority of physicians, the medical movement against nuclear weapons found more support than ever before. In the Netherlands this is explained by (1) the intensity of the public debate, (2) the medicalization of the subject and (3) the compulsory registration of all physicians for Civil Defense plans. These factors motivated one third of all Dutch physicians to openly refuse cooperation with Civil Defense authorities. The article concludes that fear of an uncontrollable disaster put an emphasis on the ethics of consequentialism. This encouraged physicians to take political action and stress the importance of social responsibility in medicine.

Artificial intelligence and normative ethics: Who is responsible for the crime of LAWS?

In his text “Killer Robots”, Robert Sparrow holds that killer robots should be forbidden. This conclusion is based on two premises. The first is that attributive responsibility is a necessary condition for admitting an action; the second premise is that the use of killer robots is accompanied by a responsibility gap. Although there are good reasons to conclude that killer robots should be banned, the article shows that Sparrow's argument for the ban is not correct.

Coping with the existential risk of synthetic biology

Synthetic biology (synbio) is a domain in full development, with a potentially big impact on humanity, both in a positive and a negative way. In that sense, synbio is not unique. After a short introduction into synbio, we survey the natural phenomena and technologies that can lead to a premature extinction of Earth-originating life or that can lead to the permanent and drastic reduction of its potential. Within that framework, synbio can be classified as an anthropogenic existential risk in the short term.

This leads to the question of how to deal with such risky technologies taking into account existential risks. For emerging technologies, Europe has chosen to be guided by the precautionary principle, focussing heavily on the prevention of possible harm. Implementing the principle has however not been able to offset the increase in anthropogenic existential risks. In addition the principle prevents synbio to play an important role in mitigating intermediate existential risks. Hence, there are reasons to abandon the precautionary principle in favour of a European version of the proactionary principle.

Procreation in the face of an apocalypse: Some ethical considerations

In the field of procreation ethics both Kantian and consequentialist arguments have been developed purporting to show the moral impermissibility of having (more than two) children. A survey of the most important arguments leaves us wondering whether one could derive general obligations or prohibitions from abstract principles and apply them to deeply personal decisions about whether or not to have children (and how many). At the same time it is undeniably true that having children, however private the decision to procreate may feel, has an impact far beyond the private sphere. While we argue that the answer to the question whether or not to have a child cannot be derived from moral principles, we recognize that moral considerations about global and intergenerational justice do pertain to the question. We therefore develop an alternative framework for traditional Kantian and consequentialist approaches in procreation ethics, which we call holistic virtue ethics.

Can we face our own death?

We all know, of course, that we will once die. But do we, can we, really face up to the fact, can we live in a way that really takes it into account? Many philosophers have doubted that we can. Some of them appeal to conceptual arguments, for example the Epicurean argument that we cannot attribute any personal value to the state of our non-existence, because it is not a state of us. Others appeal to phenomenological arguments. At all other times when a possibility that we treasure is not actualized, we are left to deplore the fact, but this particular loss is more encompassing than any other loss. I argue that the conceptual arguments are interesting but in the end unconvincing. The phenomenological arguments, on the other hand, fail to show that it is impossible to live in full consciousness of our mortality, but they explain why it is so difficult for us. Finally, I consider what this tells us about the will to die.

Nietzsche’s Einverleibung as learning theory: Towards an integrated corporality in pedagogy and philosophy education

The traditional distinction of Western philosophy between body and mind still permeates many contemporary pedagogical frameworks. In this article, I will reconstruct in Nietzsche’s philosophy the basis for a constructive pedagogical model that understands learners in an integrated way. The first part of this article will argue that this model of embodiment (‘Einverleibung’) forms a learning theoretical foundation. In the second part, I will build on this Nietzschean learning theory in order to re-evaluate specific contemporary pedagogical trends, a.o. Bloom’s taxonomy and competency-based education within the context of expertise development. Finally, I elaborate on the meaning of Nietzsche’s model of Einverleibung for a 21st century philosophy education that embodies an emancipatory and inclusive didactic.