ETHICS IN PROGRESS
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Moral Competence of Teacher Education Students. The Role of Guided Reflection and Responsibility-Taking Opportunities
Full text linkTeacher education needs to focus on moral development and prepare their students to face the moral dilemmas in the teacher profession. The present study shows the first results of a long term research between 2017 and 2022 in 3 Chilean Universities. The relationship of learning environment, according to Responsibility Taking (RT) and Guided Reflection (GR) opportunities, on the differences on moral competence, was evaluated with a cross sectional design, comparing last with first year students (n=671). Results suggest a significant influence of RT and GR on moral competence. Being tutor at university is identified as one of those opportunities
Hegel on Human Ways of Considering Nature
No full textIn this article I aim to show the limits of certain "ways of considering" nature, as well as the intrinsic contradictions in their modus operandi, following Hegel\u27s analysis in the Introductions to the Encyclopaedic Naturphilosophie and the Berlin Lectures on the Philosophy of Nature. After framing the problem within the broader theme - already explored in Jena - of the relationship between nature and spirit, I will show that both the practical and the theoretical, insofar as they are founded in an original separation between man and nature, result in a subjection of the natural being to man. In order for this to be redeemed from one-sided conduct towards it, it is necessary to access through living intuition a philosophical consideration – both of the living being and of nature as a whole –, the activity of which Hegel understands as a rediscovery of the rationality of nature and its "liberation”
Intelligent Will, Causality, and Action in Hegel’s Jenaer Realphilosophie 1805/06
Full text link This paper introduces foundational claims originating from Hegel’s Jenaer Realphilosophie 1805/6 to Hegel’s action studies. It focuses on the concept of the minded subject whose intelligent will [als Wille, der Intelligenz ist] is essential for approaching the effective agency capable of action [das Tun; die Tätigkeit] and labor [Arbeiten]. In this work, agency is initially conceptualized in terms of its self-actualization and self-objectification in external achievements. It shows that, unlike in certain neo-Hegelian considerations, the emergence of agency and the ability to act [Handlung] freely, deliberately, purposefully, and intentionally is determined by the development of the individual human mind and its explanation does not need the entire complex socio-economic apparatus related to labor [Arbeit]
Towards (Unilateral) Recognition of “the Technological Other” – Vulnerability, Resistance and Adequate Regard
Full text linkThe aim of the article is to answer the question of whether the theory of recognition can be applied to research on the human-technology relationship and, if so, to what extent. The article assumes that the theory of recognition is a normative theory, and therefore, its moral consequences can certainly be applied to human persons. To use this theory for studying the relationship between humans and technology, shifts in the theory are necessary. These shifts have been reduced to the concept of solidarity with technological artifacts (especially with robots). However, the article constructs an argument that the concepts of vulnerability and resistance may be helpful in justifying the development of recognition in the relationship between humans and technology. The model of recognition discussed in this case is not, however, a model based on mutual relations but rather on unilateral recognition, which is introduced into the theory through the concept of adequate regard
The Wonders of the World and the Wonder of Man: Sophocles’ Ode to Man in Hegel, Heidegger, and Jonas
Full text linkThis article brings Georg Wilhelm Friedrich Hegel, Martin Heidegger, and Hans Jonas into conversation about man’s relationship to nature on the basis of their references to the “Ode to Man” from Sophocles’ Antigone. Hegel’s reference to the ode in his Naturphilosophie highlights the violence of man’s practical relation to nature even as it also points beyond all opposition to a philosophic relation that discerns man’s underlying unity with nature. By stressing that the ode’s evocation of man’s violence against nature is undergirded by the overwhelming violence that nature perpetrates upon man, Heidegger’s Introduction to Metaphysics raises the possibility that Hegel’s “higher” relation to nature is an outgrowth of Western history’s oblivion of man’s essentially violent exposedness to being. Jonas concurs with a version of Heidegger’s concern in his Imperative of Responsibility and asserts that man’s violent mastery of nature has reached an uncanny excess that renders the ode almost quaint, but he insists above all that man must now assume the degree of responsibility that accords with his vast powers. Insofar as his exhortation to responsibility drives Jonas to a partial renewal of metaphysics, his position could be considered a retrieval of the Hegelian standpoint
Natural Becoming: From Bad Infinity Towards an Open Dialectic? Contemporary Issues Moving From Hegel’s Philosophy of Nature
Full text linkIn Hegel’s Philosophy, natural time is the engine of bad infinity, presenting itself through disappearance. Nevertheless, as one proceeds towards the higher levels of the realm of exteriority, this force from abstract becomes increasingly real until it becomes part of vital processes in the organized subjectivity, such as that of the living organism that “knows” and uses this becoming as a force to its advantage, e.g., in the forms of metabolism. This effective meaning of natural becoming seems to us to have been particularly highlighted in the 20th–century in the “Philosophical Biology” of Hans Jonas, whereby even the elements of failure (e.g., in the animal’s procurement of food) are grasped as expressions of a distinctive trait of the subject, namely its capacity to bear the negative and with this to establish mediation.Even the mortal limit, which is what leads to the conclusion of the Naturphilosophie requiring the elevation to the Philosophy of Spirit in Hegel, according to Jonas, takes on, within the human awareness, a renewed ontological value that allows life to flourish again and with this makes human beings able to ask themselves what kind of world they want to hand over (also with environmental regard) to future generations. If this is the case, then a role for Naturphilosophie becomes highly topical about producing an “open dialectic” invoked many times in the philosophical paths of the 20th century
Navigating the Moral World: Contrasting Adolescents’ Moral Dilemmas in Social Media and Real-life Environments
Full text linkMoral dilemmas arise at the intersection of one\u27s core moral beliefs. This descriptive qualitative study delves into the complex moral world of adolescents to examine and draw parallels between the context, conflict and content of their moral dilemmas in real life and social media environments. A purposive sampling method was employed with a total of 130 Slovenian adolescents (average age of 17.3 years). The data was analyzed using a deductive and inductive approach. Commonalities of moral dilemmas emerged in the context (largely involving friends) and content (primarily rooted in the care/harm foundation). However, when the conflicts were analysed, remarkable differences emerged, shaped by the unique dynamics of social media. As the realm of morality on social media remains largely unexplored from an adolescent perspective, our findings offer a novel perspective on this complex issue. Our study can also open the way for more effective moral education in the context of social media
A Comparative Study of Middle School’s Ethical Climate in Indonesia
Full text linkThis study aims to: (1) describe the level of ethical climate at middle schools, (2) compare the ethical climate at public schools based on teacher-student analysis, public school-private school analysis and district level analysis, and (3) explore findings to gain an intensive understanding of issues within the ethical climate realm at middle schools. Using a mixed-method approach with both quantitative and qualitative components, the research involved 360 participants across four schools (288 students and 72 teachers). Proportional stratified random sampling and a modified questionnaire based on Schulte’s instruments were used for collecting data during the quantitative phase. During the qualitative phase, the data were gathered through focused group discussions (FGDs), involving 20 teachers and 4 school principals. The results showed that the level of ethical climate at middle schools in the region was high at an average score of 3.285 out of 4 (82.125%). Notably, there were discrepancies between teacher and student perspectives. The study confirmed that the perceptions were significantly different between teachers and students and among the four schools. However, no discernible disparity in the ethical climate was found between public and private schools. In the qualitative phase, the study highlighted the imperative of discouraging negative behaviors, specifically teenage delinquency and bullying. Socioeconomic disparities were barriers to student interaction, prompting the recommendation for schools to intensify character building for consistent positive behavior. The promotion of honesty was particularly emphasized to mitigate cheating and bullying