OAI Archive: Universiteit van Amsterdam Digital Academic Repository

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100 entries most recently downloaded from the archive "Universiteit van Amsterdam Digital Academic Repository"

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  1. R. Boddy, Epistemic Issues and Group Knowledge.
    Formal models for group knowledge can help philosophers gain additional insight into the ramifications of the philosophical concepts that they propose by clarifying the abstract properties of these concepts and their relationship to alternative proposals. To date, however, formal treatments of group knowledge have remained largely disjointed from the related philosophical discussions and are therefore of minimal interest to philosophers. In this thesis, I attempt to bridge this gap by proposing a formal definition of group knowledge that I call collective (...)
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  2. G. F. Heyting, Methodological Traditions in Philosophy of Education.
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  3. G. F. Heyting, Constructieve Scepsis: Over de Mogelijkheid van Een Maatschappijkritische Opvoedingsfilosofie.
    Whereas social pluralism seems to evoke a lot of educational problems and correspondingly high hopes for philosophical solutions, antifoundationalism - as a contemporary expression of systematic philosophical doubt - raises the question what kind of contribution philosophy of education could make to critical debates on education and society. Can antifoundationalist philosophy of education escape from social relativism, and what possibilities remain for a critical philosophy of education? Though strictly prescriptive ambitions seem not realizable from an antifoundationalist point of view, philosophy (...)
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  4. G. F. Heyting, D. Lenzen & J. White, Methods in Philosophy of Education.
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  5. R. Van Goor, G. F. Heyting & G. J. Vreeke, Beyond Foundations: Signs of a New Normativity in Philosophy of Education.
    We analyzed how philosophers of education received the 'antifoundationalist' turn in epistemology, particularly with respect to its practical relevance. Our main conclusion is, that antifoundationalist philosophers of education discharge the primacy of epistemology, replacing it by a primacy of commitment. Consequently, they no longer understand practical relevance in terms of contributing to 'improved' foundations for educational judgement. Stressing the contextual embedding of any justification, they rather concentrate on demonstrating the restrictive, excluding, implications of any educational judgement. We check the tenability (...)
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  6. M. G. Bal, Cultural Studies and Philosophy.
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  7. M. G. Bal, First Person, Second Person, Same Person: Narrative as Epistemology.
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  8. M. J. B. Stokhof & J. A. G. Groenendijk, Modality and Conversational Information.
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  9. G. A. Den Hartogh, A Conventionalist Theory of Obligation.
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  10. J. A. Van Belzen & A. Uleyn, What is Real?: Speculations on Ralph W. Hood's Implicit Epistemology and Theology.
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  11. G. A. Den Hartogh, The Ideal Behind the Exclusion of Ideals.
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  12. G. A. Den Hartogh, When is a Principle a Formal Principle?
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  13. F. J. M. M. Veltman, Prejudices, Presuppositions, and the Theory of Counterfactuals.
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  14. G. F. Heyting, Relativism and the Critical Potential of Philosophy of Education.
    How can philosophy exert its critical function in society and in education if any appeal to independent and even relatively 'certain' criteria seems problematic? The epistemological doubts that foundationalist models of justification encounter unavoidably seem to raise this question. In particular, the relativist implications that seem to result from rejecting such models seem to paralyse the critical potential of philosophy of education. In order to explore the possibilities of a conception of educational critique that avoids the pitfalls of foundationalism, I (...)
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  15. G. F. Heyting & C. Winch, The Role of Critique in Philosophy of Education: Its Subject Matter and its Ambiguities.
    The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussion moves on to a consideration of similarities and contrasts between the (...)
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  16. H. De Vries, Theotopographies: Nancy, Hölderlin, Heidegger.
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  17. W. T. Eijsbouts, Over de Context En de Kern van Thomas Hobbes' Staatsleer.
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  18. K. B. Benammar, Absences of Community.
    Humans always search for a sense of community, in order to transcent their individuality and project themselves as part of a group. This human craving is actually a desire for an absence of community; an "empty place to bury our ineradicable solitude", a form of universal community which is yet to come and in which one doesn't necessarily have to have anything in common with it's other members.
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  19. van Ormondt, Finite Narrative Modelling, Contextual Dynamic Semantics and Elusive Knowledge.
    The central point of this thesis is the semi-formal approach to contexualist semantics of knowledge by David Lewis. Lewis introduces a set of rules that allow us to ignore certain parts of the space of all possibilities when we evaluate a knowledge claim. These rules are dependent on the context of utterance of the knowledge claim and therefore give rise to a contextualist notion of knowledge. We focus in particular on the Rule of Attention. The open nature of this rule (...)
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  20. V. Sikimic, Towards a Proof-Theoretic Semantics for Dynamic Logics.
    This thesis provides an analysis of the existing proof systems for dynamic epistemic logic from the viewpoint of proof-theoretic semantics. After an illustration of the basic principles of proof-theoretic semantics, we review some of the most significant proposals of proof systems for dynamic epistemic logics, and we critically reject on them in the light of proof-theoretic semantic principles. The main original contributions of the present thesis are: (a) a revised version of the display-style calculus D.EAK, which we argue to be (...)
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  21. Y. Q. Xue, Towards Closed-World Reasoning in Games - Ultimatum Game Revisited.
    The Ultimatum Game (UG) is one of the widely studied games in experimental economics. Past data shows a consistent deviation from the classical game theory prediction, which suggests a self-interested money maximizing rational agent would accept any nonzero offer as a responder. However, in reality, people often reject low offers that are less than 30% and above zero. Research from neuro-economics claims that such behavior is mostly emotion driven. However an important cross-cultural study shows that the results in these small-scaled (...)
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  22. S. Sylvia Pauw, Synthesis, Judgment and the Categories of Quantity.
    An interpretative question Kant's Critique of Pure Reason raises, is how we should understand the relationship between the categories and the so-called 'logical forms of judgment' Kant deduces them from. In her Kant and the Capacity to Judge, B ́eatrice Longuenesse provides an answer to this question. In this thesis, I evaluate Longuenesse's account by considering its application to a specific group of categories: the categories of Quantity. I argue that for these categories, Longuenesse's account is problematic. The same, however, (...)
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  23. A. Marra, What Should Have Been the Case. A Temporal Update Semantics for Necessity Deontic Modals.
    The thesis develops a formal semantics for present necessity deontic modals, such as should, ought to, must, and past necessity deontic modals, such as should have, ought to have, had to. Contrary to the traditional approaches in deontic logic, we concentrate on the prescriptive use of such modals. In analyzing the different behavior of present and past necessity deontic modals in everyday discourse practice, we focus on the contrast that arises when the proposition embedded under those modals is eventive and (...)
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  24. E. J. Booij, Kinds, Composition and the Identification Problem.
    Kinds - also known as 'natural sets' or 'universals' - are a very intuitive assumption about the way the world is put together. As a piece of metaphysical theory, however, they give rise to the Identification Problem: which of all sets are the ones that in fact qualify as kinds? In this thesis an answer is given starting out from the assumption that kindhood always coincides with similarity. From this it follows that similarity must be similarity 'with respect to', and (...)
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  25. J. A. P. J. Breukers & R. J. Hoekstra, Epistemology and Ontology in Core Ontologies: FOLaw and LRI-Core, Two Core Ontologies for Law.
    For more than a decade constructing ontologies for legal domains, we, at the Leibniz Center for Law, felt really the need to develop a core ontology for law that would enable us to re-use the common denominator of the various legal domains. In this paper we present two core ontologies for law. The first one was the result of a PhD thesis by [Valente, 1995], called FOLaw. FOLaw speci- fies functional dependencies between types of knowledge involved in legal reasoning. Despite (...)
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