Wittgensteinsk etik

Artiklen frembringer et overblik over Ludwig Wittgensteins etikopfattelse, således som den forankres i Tractatus og efterfølgende viser sig at være kompatibel med nogle centrale tanker i senfilosofien. Hermed kan der opereres med at begreb om ’wittgensteinsk etik’, der er kendetegnet ved en afvisning af filosofien som problemløser i forbindelse med etiske problemer. Etik viser og udfolder sig derimod i det konkrete menneskeliv

H.C. Andersen og etikken

Der er mange filosoffer, der i tidens løb har arbejdet med etik og etiske spørgsmål, men H.C. Andersen er ikke filosof. Han er forfatter. Han skriver skønlitterære historier og eventyr i stedet for filosofiske værker. Men mange af hans historier behandler etiske spørgsmål og situationer, og de får os til at reflektere over, hvordan personerne i historierne tænker, reagerer og handler, og om vi ville have reageret på samme måde

Et spørgsmål om tillid?: Tillid i velfærdsstaten og i Hans Otto Jørgensens Ida og Axel-trilogi

af Anne-Marie S. Christense

Kvalitetssikring, eksplicitisme og undervisererfaring

Der er i disse år et stigende ønske om at kvalitetssikre universitetsundervisning. På trods af mange gode intentioner kan denne udvikling give problemer på to fronter. For det første erder en potentiel spænding mellem undervisningens erfaringsbaserede karakter og de eksterne og kvantitative kriterier, der ofte opstilles i kvalitetssikringen, dens eksplicitisme. For det andet skelner man i kvalitetssikringen sjældent mellem, om man ønsker at overvåge eller at udvikle undervisning, selvom disse to målsætninger grundlæggende er forskellige

Kvalitetssikring, eksplicitisme og undervisererfaring

Der er i disse år et stigende ønske om at kvalitetssikre universitetsundervisning. På trods af mange gode intentioner kan denne udvikling give problemer på to fronter. For det første erder en potentiel spænding mellem undervisningens erfaringsbaserede karakter og de eksterne og kvantitative kriterier, der ofte opstilles i kvalitetssikringen, dens eksplicitisme. For det andet skelner man i kvalitetssikringen sjældent mellem, om man ønsker at overvåge eller at udvikle undervisning, selvom disse to målsætninger grundlæggende er forskellige

Utility: Theoretical, Practical and Intercultural Perspectives

In this issue of Academic Quarter, we focus on the concept of utility. References to utility are ubiquitous in both practical and theoretical settings. One of the most widespread ways of arguing for the initiating of or holding on to a certain practice or activity is that it is useful to us, and appeals to utility is a common and important argumentative move in theoretical discussion. However, the vast and often diverse specifications of utility reveal the indeterminacy inherent in the comprehension of utility. This gives cause for a struggle for the meaning and reference of utility, which in some cases, may lead to altering the originally positive normativity of utility into a negative interpretation. We get confused about utility, and become uncertain of how to apply and how to regard the concept. But at the same time, we cannot seem to escape it or avoid it, and we certainly cannot seem to be indifferent to its forceful nature.&nbsp

Deficient maturation of aspects of attention and executive functions in early onset schizophrenia

The few existing long-term, neuropsychological follow-up studies of early onset schizophrenia (EOS) patients have reported relative stability in some cognitive functions but abnormal developmental trajectories in verbal memory, set shifting, aspects of attention, and speed of information processing throughout late adolescence into early adulthood. The current 5-year follow-up study compared the development of specific cognitive functions in EOS patients (N = 17) from the time of first-episode to chronic phase with that of healthy controls (N = 38) and secondarily to patients with other early onset, non-organic, non-affective psychoses (EOP) (N = 11). Speed of processing of executive functions, set shifting, and attention improved significantly in the healthy controls and reflected continuous functional maturation during late adolescence and early adulthood. The developmental progression of attention and set shifting but not speed of processing of executive functions was significantly subnormal in EOS patients. Other specific cognitive functions that had attained functional maturity in the healthy controls before or around the time of the baseline assessment showed normal development in EOS patients during the follow-up period, indicating stable cognitive deficits. These results suggest post-onset developmental deficits in two out of the three aspects of attention and executive functions that have protracted maturational trajectories and that overlap the age of onset of EOS. No significant difference in the development of any specific cognitive function was found between the EOS and EOP group