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This open access book discusses a variety of important but unprecedented ways in which psychology can be useful to philosophy. The early chapters illustrate this theme via comparisons between Chinese and Western philosophy. It is argued that the Chinese notion of a heart-mind is superior to the Western concept of mind, but then, more even-handedly, the relative strengths and weaknesses of Chinese and Western thought overall are critically examined. In later chapters, the philosophical uses of psychology are treated more specifically in relation to major issues in Western philosophy. Michael Slote shows that empathy and emotion play a role in speech acts (like assertion and thanking) that speech act theory has totally ignored. Similarly, he treats the age-old question of whether justice pays using psychological material that has not previously been recognized. Finally, the implications of psychological egoism are discussed in terms of some new psychological and, indeed, human distinctions. Human life is pervaded by instincts and aspirations that are neither egoistic nor altruistic, and recognizing that fact can help put egoism in its place. It is less of a challenge to morality than we have realized.
Philosophy --- Philosophy of mind --- Emotions --- China—History
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Affectivity – especially the emotions – are proved to be a key-point of ethical formation. This book aims at clarifying which thesis the neo-aristotelian Virtue Ethics hold about emotion education, by integrating philosophy of education, philosophy of emotions and moral epistemology. Virtue Ethics, compared to deontology and utilitarianism-consequentialism, offers the more appropriate framework to conceive the relations between education, emotions and ethics. The volume discusses cognitive-evaluative theories of emotions and address the anti-rationalist challenge, based on empirical evidence about how emotions impact on moral judgments. Anti-rationalism, it is argued, is incompatible with the purpose of shaping the emotions looking at our best moral reasons. Then, two Aristotelian educational theses are put forward: all the emotional dispositions – both ‘positive’ and ‘negative’ – should be cultivated, and all the emotional dispositions admit an appropriate moral form.
emotions --- virtue ethics --- moral education --- Aristotle
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Comfort during resting, half-closed eyes when feeding on highly palatable feed, or vigorous tail wagging when being brushed are some of the positive indicators that can be used to evaluate the quality of the environment in which domestic animals live. This has been a radical shift from the past as, until now, the welfare assessment on farms has meant assessing negative indicators, namely the number of lame animals, presence of lesions, or frequency of agonistic behaviours. However, the latest research confirms that the absence of a problem or of suffering does not necessarily imply that the animals are experiencing a good life and that their level of welfare is high. To guarantee high welfare standards, animals should experience positive conditions that allow them to live a “life worth living”, and positive indicators are needed to identify these conditions. This Special Issue focuses on the development and validation of indicators of positive welfare or on the refinement of the existing ones, as well as on the identification of suitable living conditions for providing positive welfare to farmed and companion animals.
enrichment --- pigs --- welfare --- positive indicators --- emotions --- valence --- arousal --- dairy cows --- eye white --- ear posture --- sow --- piglet --- behaviour --- mother–offspring --- nosing --- free-farrowing --- positive welfare --- contact --- maternal care --- recognition --- sheep --- qualitative behaviour assessment (QBA) --- welfare assessment protocol --- observer reliability --- housing --- animal welfare --- immunoglobulin A --- saliva --- cattle --- emotions --- circadian rhythm --- positive animal welfare --- positive animal welfare indicators --- farmer attitudes --- farmer knowledge --- qualitative research --- free elicitation narrative interviewing --- calves --- emotional state --- organic --- farm size --- term list --- ruminants --- cattle --- sheep --- goats --- buffaloes --- animal welfare --- positive indicators --- five domains --- positive animal welfare --- critical review --- positive emotions --- positive affective engagement --- quality of life --- happiness --- cat behavior --- Felis catus --- phonetics --- welfare
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Pigs have a strong motivation to explore and root. In conventional pig husbandry systems, this need is difficult to fulfil, unless adequate enrichment materials are provided. This book summarises how enrichment strategies for pigs have evolved over the last few decades in different countries and provides a vast array of possibilities to enhance the exploratory needs of pigs. The role of enrichment material on avoidance of tail biting outbreaks or as an element triggering positive emotions in pigs is also discussed.
tail docking --- animal welfare --- swine --- fattening pig --- tail damage --- fattening pigs --- pig behavior --- animal welfare --- environmental enrichment --- pig --- environmental enrichment --- behaviour --- social interactions --- animal welfare --- EU policy --- pig directive --- enrichment materials --- mutilations --- straw --- swine --- tail biting --- veterinarian --- pig --- environmental enrichment --- slatted system --- tail biting --- Pig --- enrichment --- welfare --- tail biting --- post-weaning --- garlic oil --- olfactory --- environmental enrichment --- pig --- behaviour --- performance --- Chromogranin-A --- lactate --- skin lesions --- meat quality --- environmental enrichment --- farming --- pigs --- sows --- welfare --- barriers to implementation --- USA --- China --- EU --- pigs --- swine --- weaners --- behaviour --- tail injury --- tail biting outbreak --- enrichment material --- straw --- rope --- Bite-Rite --- environmental enrichment --- social status --- sows --- aggression --- habituation --- animal welfare --- pig assessment --- positive emotions --- negative emotions --- enrichment material --- n/a
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