Medical, scientific and societal progress has been such that, in a universalist humanist perspective such as the WHO’s, it has become an ethical imperative for the primary endpoints in evidence based health care research to be expressed in e.g. Quality Adjusted Life Years (QALYs). The classical endpoints of discrete health‐related functions and duration of survival are increasingly perceived as unacceptably reductionistic. The major problem in ‘felicitometrics’ is the measurement of the ‘quality’ term in QALYs. That the mental, physical and social (...) domains, each containing many dimensions and items, all contribute to QOL is uncontroversial. What is controversial, is the weight of the different dimensions in overall QOL. It has been shown to be very different between different patient populations. In human individuals, assuredly complex systems, the many dimensions and items of QOL observably interact, probably sometimes also in chaotic ways. In these conditions, the weights of isolated items in individuals become for all practical purposes meaningless. Therefore, the much used multi‐item questionnaires at best describe, but do not evaluate QOL, neither in individuals, nor in populations. For example, allergic patients treated with cetirizine scored better than those a placebo on all dimensions of the SF‐36, a standard QOL questionnaire. Here there is no serious doubt that the treatment improved QOL, because it is highly unlikely that any important dimension on which the patient groups would have scored otherwise is missing in the SF‐36. However, whether piracetam treatment of acute stroke, which improved the surrogate endpoints neurological and functional scores, also improved QOL is plausible, but will be proven only when comprehensive QOL measurement will have been done. And suppose in randomised populations of end‐stage metastatic solid cancer patients, one would compare palliative last‐line chemotherapy with only palliative care, and one would, as can be expected, find no significant differences in average survival, and chemotherapy superior for the mental domain, but inferior for the physical comfort domain: we would not know which treatment, on aggregate, would be the better. The problem is that QOL is an individual and emergent construct, the resultant of a great many intractions, and of a different order than its contributing components. Overall QOL can therefore best be captured only as the Gestalt of a global self‐assessment. Just as people in everyday life, while acting under uncertainty, make global assessments all the time, so they can seriously answer the serious question: ‘How have you been?’ A solemn, practical, non peer‐relativistic, non‐cultural, experiential, and well tolerated way to obtain such responses is Anamnestic Comparative Self Assessment (ACSA), in which the subjects' memories of the best and the worst times in their life experience define their individual scale of QOL. ACSA is thus both exquisitely idiosyncratic, and yet can in a universalist humanistic perspective be considered generic. Using both a multi‐item questionnaire and a global assessment allows by one logistic regression, to estimate the weights of the dimensions and items in populations, and thus identify those whose improvement would most contribute to the QOL of the greatest number. A combined approach to measurement of QOL is necessary to maximise the utility of QOL interventions. (shrink)

Priscian of Lydia was one of the Athenian philosophers who took refuge in 531 AD with King Khosroes I of Persia, after the Christian Emperor Justinian stopped the teaching of the pagan Neoplatonist school in Athens. This was one of the earliest examples of the sixth-century diffusion of the philosophy of the commentators to other cultures. Tantalisingly, Priscian fully recorded in Greek the answers provided by the Athenian philosophers to the king's questions on philosophy and science. But these (...) answers survive only in a later Latin translation which understood both the Greek and the subject matter very poorly. Our translators have often had to reconstruct from the Latin what the Greek would have been, in order to recover the original sense. The answers start with subjects close to the Athenians' hearts: the human soul, on which Priscian was an expert, and sleep and visions. But their interest may have diminished when the king sought their expertise on matters of physical science: the seasons, celestial zones, medical effects of heat and cold, the tides, displacement of the four elements, the effect of regions on living things, why only reptiles are poisonous, and winds. At any rate, in 532 AD, they moved on from the palace, but still under Khosroes' protection. This is the first translation of the record they left into English or any modern language. This English translation is accompanied by an introduction and comprehensive commentary notes, which clarify and discuss the meaning and implications of the original philosophy. Part of the Ancient Commentators on Aristotle series, the edition makes this philosophical work accessible to a modern readership and includes additional scholarly apparatus such as a bibliography, glossary of translated terms and a subject index. (shrink)

This dissertation consists in a philosophically constructive engagement with two different critiques of the Buddhist epistemological tradition stemming from Dignaga and Dharmakirti . The tradition of Dignaga and Dharmakirti, which was particularly important to the development of pan-Indian canons of reasoned argumentation, may plausibly be characterized as foundationalist. The traditions that follow the epistemologists in deploying these canons of reasoning are often taken as coextensive with or definitive of "philosophy" in classical India. Against this current, the dissertation aims at retrieving (...) and sympathetically elaborating some voices of philosophical dissent from this tradition. ;Specifically, the dissertation considers two significant but understudied critiques of the Buddhist epistemologists. First is that of one of the orthodox Brahmanical schools, viz., Purva Mimam&dotbelow;sa, whose constitutive concern is with the interpretation and authority of the earliest Vedic literature. It is argued that the characteristically Mimam&dotbelow;sa doctrine of "intrinsic validity" is best understood as a critique of the Buddhist tradition of epistemology, and that the Mimam&dotbelow;sa doctrine is analogous to contemporary "reformed epistemology." More attention is given to the critique of epistemology advanced by another Buddhist, the Madhyamika philosopher Candrakirti . Unlike that of Mimam&dotbelow;sa, Candrakirti's arguments amount to a principled refusal of epistemology. It is argued that the logically distinct character of Candrakirti's arguments is best understood by characterizing them as transcendental arguments, with this characterization of Candrakirti's thought facilitating the resolution of what have long been exegetical difficulties in his work. This characterization is meant more generally to advance the idea that there can be principled refusals of epistemological discourse which, insofar as they are based in good reasons for refusing such discourse, deserve to be taken as properly philosophical alternatives to epistemology. Thus, the arguments of these premodern Indian philosophers are not only examined and explicated, but critically assessed, such that they might be seen as representing philosophical interlocutors whose voices can be brought to bear on issues of concern to contemporary philosophers of religion. (shrink)

The appreciation, conservation, and reconstruction of ruins, deteriorating buildings, and archaeological sites of historical, religious or cultural value, as well as their safeguarding, lead to a complex set of issues and considerations. This brief paper suggests that a deeper understanding of the various models of heritage management can enhance acceptance of the different practices of heritage care. The fragility of heritage sites and of heritage models urges us to look for viable answers to global ethical and aesthetic (...) class='Hi'>questions regarding the management of heritage sites. *. (shrink)

Speakers often answer a question with what appears to be merely a phrase, a fragment of a sentence, rather than with a full sentence. Merchant (2004) offers an analysis of fragment answers in which the new information/answer is fronted to a clause-peripheral position and the remainder of the sentence is not pronounced. Two written acceptability judgment experiments are reported that tested predictions of this analysis. The first, in English, tested the prediction that clausal fragment answers should only be (...) fully acceptable when the clausal answer is introduced by an overt complementizer (What did May deny? That Josh left.). This is because clauses may front only when an overt complementizer is present (That Josh left, May denied, but not *Josh left, May denied). The second study was conducted in German, a language that does not permit prepositions to be stranded, left behind, when a noun phrase is moved in overt syntactic structures such as questions or topicalizations. Consequently, when the object of a preposition is questioned, only a prepositional phrase fragment answer, not a noun phrase fragment answer, is predicted to be fully acceptable. Both predictions were confirmed. The results support the claim that syntactic structure is present in unpronounced constituents, and tells against theories of syntax that eschew such structures. (shrink)

Folk ontology seems baroque, compared to the austere ontology of many philosophers. Plausibly, the issue comes down to a choice between existence concepts: the folk and the austere philosophers employ different quantifier meanings. This paper aims to clarify and defend this hypothesis and explore its upshots. How do we choose between the alternative existence concepts; is the austere philosophers’ concept better than the folk’s undiscriminating one? I will argue that contrary to what Ted Sider suggests, the austere existence concept and (...) the corresponding austere answers to existence questions do not prevail in the context of “inquiry”, i.e. the context of practically disinterested pursuit of epistemic excellence. Sider’s suggestion relies on a one-sided idea of epistemic excellence, as beliefs’ conforming to the world. Once we recognize another epistemic aim, namely the agent understanding connections between known facts, ordinary objects will be back in the game. (shrink)

There is even a paradox in the name of philosophy. Philosophy would rather love wisdom than have it. This is what exasperates those who interrogate it for answers and not questions. But this love must not be unhappy: being satisfied with unsatisfied love means loving love and at bottom feeling contempt for its object. It changes the object, the beloved wisdom is not what one thought one had. Those who say they have wisdom do not doubt, what they (...) have is dogma, but those who doubt whether they have it may gain another wisdom, knowledge. Wisdom seems to change according to its place: it is false wisdom at the beginning of the cognitive process, but may be true in one or other of its relative terms. Knowledge is a wisdom that one works towards and to gain it one must deny having it, know that one does not know. Thus, in order to grasp what philosophy is, we must ask what a knowledge of not-knowing can be - a Socratic question - and what kind of cognitive process it is that can start with what is false to reach what is true; and this is a question to which the answers might be Platonic or Aristotelian. From Plato to Aristotle the ousia, what truly is, which is translated as essence in Plato, and as substance in Aristotle, changes places in this process. And if every philosophy decides to see true being as the thought essence of things or else as their particular substance, it would be a good idea to formalize the difference - gnoseological, ontological, political - between the two philosophers. It is a tricky project because it will have to contravene the rules of interpretation to produce this formal reconstruction. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On Japanese Things and Words:An Answer to Heidegger's QuestionMichael F. MarraIt has been over thirty years since my high school teacher of philosophy, Professor Dino Dezzani, recommended a book from which to begin my study of philosophy: Martin Heidegger's (1889-1976) Unterwegs zur Sprache (On the way to language [1959]). Evidently he was aware of my interest in literature and thought that Heidegger's discussion of words, things, and poetic language (...) would give some sort of direction to my naïve and youthful questions of what literature is about and what I should hope to find in it.The impact that Heidegger's book had on this young student was much greater than my professor could ever have imagined. I would hardly have committed myself to the study of Japan were it not for my reading of "A Dialogue on Language between a Japanese and an Inquirer," which appears in On the Way to Language. The dialogue is a fictional reconstruction of an actual meeting that Heidegger had with Tezuka Tomio (1903-1983), a Japanese scholar of German literature who visited the German philosopher in Freiburg at the end of March 1954.1 In the dialogue the Inquirer (Heidegger) formulates a central question that, in my opinion, should be of fundamental interest to anyone seriously concerned with the study of Japan. The question is deceptively simple, at least compared with the difficulty of coming up with the answer-an answer that, as a matter of fact, the reader will not find fully formulated in the dialogue. The question is: "What is the Japanese word for 'language' "? The Japanese visitor (Tezuka in Heidegger's recollection) appears to have been caught off guard, as we can see from Heidegger's parenthetical remark: "after further hesitation." Had Heidegger posed the same question to a Frenchman or an Italian, the answer would have been immediate: "langue" or "lingua." The challenge for Tezuka was definitely higher since he had a variety of words from which to choose. He could have used, for example, the expression gengo, a combination of two Chinese characters indicating "the speech of words." Instead, he used an ancient Japanese word derived from the native Yamato vocabulary: kotoba, which literally means "the foliage of speech."2There should be little doubt that Tezuka's choice was prompted by his desire to please Heidegger by playing the philosopher's own game-something that Tezuka totally succeeded in doing, as Heidegger's dialogue attests. Tezuka introduced a term that lent itself to etymological play-an enterprise very close to the heart of Heidegger, and one that was also very popular among Japanese thinkers.3 In fact, the expression kotoba incorporates the word koto, which means both "thing" and [End Page 555] "word" and which is found in the basic concepts of Japanese ontology: Mikoto (God, or "the honorable thing"), makoto (truth, or "the true word"), kotodama (soul, or "the spirit of words"), and kotowari(reason, or "the splitting of things"). The association of "words" and "things" in the Japanese word for "language" must have been of particular interest to Heidegger, who, four years before his meeting with Tezuka, had written "Das Ding" (The thing), a major lecture on the notion of things interpreted in light of the fourfold earth, sky, divinities, and mortals. In the dialogue Heidegger refers to this essay, in which "things" are presented in their objectified presence-the disparaged things that modernity and technology have dispossessed of their Being (Sein). Heidegger points out that never has the distance between things and Sein been as great as in modernity, when all distances in space and time have shrunk.4 Given the unflattering position that Heidegger had taken on the notion of "things," Tezuka was forced to come to the rescue of the Japanese word kotoba by endowing koto with the meaning of two Heideggerian keywords: "event" (kotogara) and "affair" (Sache). The thingly component of kotoba was not simply an objectifiable presence that can be counted, analyzed, and disposed of, but rather a poietic "act" that has the power to create a reality by transforming the named thing (koto) into a real thing (koto).In "A Dialogue... (shrink)

We question the ecological plausibility as a general model of cognition of van der Velde's & de Kamps's combinatorial blackboard architecture, where knowledge-binding in space and time relies on the structural rules of language. Evidence against their view of the brain and an ecologically plausible, alternative model of cognition are brought forward.

This paper critically assesses the widespread claim that jealousy is a response to infidelity. According to this claim, herewith called the entitlement theory, jealousy is only an appropriate response to a relationship between a loved one and a rival if, by entertaining this relationship, the loved one does not treat the jealous person the way she is entitled to be treated. I reconstruct different versions of ET, each of them providing a different answer to the question why we should assume (...) that jealousy is a response to infidelity. I show that even the most plausible versions enjoy less argumentative support than it seems at first sight. The positive aim of this paper is to present a more inclusive account of jealousy as an alternative to ET. According to this account, jealousy serves to disturb the rival relationship and to gain the attention and affection of the loved person. Jealousy so understood is not only an appropriate response to infidelity but has wider appropriateness conditions. However, it plays a role in the negotiation of norms concerning exclusivity in personal relationships. The inclusive account does justice to the continuity and commonalities between adult and infant protest against rival relationships. (shrink)

In the twentieth century, due to the development of mechanical reproduction and press, photomontage became a popular means of communication – popular and diverse in its nature and methods of exploitation. It is one of the cultural phenomena related to the change of rhythm of life and a sense of its increased pace, and an impression of fragmentation of reality. This article questions the role of photomontage in such an experience. The said role is complex: sometimes photomontage allows for (...) expression of that experience, and sometimes it is meant to evoke it, in the spirit of modernity; it is both a tool of agitation and critique. In order to answer this question I shall assume the approach of Walter Benjamin, who diagnoses the crisis of experience and the loss of storytelling skills – and describes the potential of photography. This potential is differently approached by artists and scholars who point out contradictory purposes and results of using photomontage. Referring to various works of art shall make it possible to define the tensions characteristic of photomontage. Due to its plasticity and the ambiguity of a photograph, and the potential for contextualization and construction, photomontage can function in a hard to understand, rapidly changing world and address the fragmentation of experience. (shrink)

In his Naming and Necessity, Saul Kripke puts forth a series of arguments against theories of proper names he calls Frege-Russell theories. As the title reveals, Kripke takes Gottlob Frege's theory of sense and Bedeutung to be a good representative of these theories. In this essay, I characterize how Frege might have answered Kripke. I agree with Kripke that presumably Frege thought that the sense of a proper name is the same as some definite description. I, however, question his assumption (...) that Frege's theory of proper names was a theory of meaning as he uses the term. I go even further and suggest that it is not so obvious that Frege thought, at least always, that the role of the concept of sense in his theory is a semantic concept at all. This constitutes the heart of my reconstruction of Frege's answer. I argue that this, together with Frege's conception of natural languages, would have allowed him to hold that the sense of a proper name may sometimes be the same as the sense of an indefinite or even a wrong description. This makes Frege's theory immune to Kripke's counter-arguments. (shrink)

Presupposition has been described in the literature as closely related to the listener’s knowledge and the speaker’s beliefs regarding the other’s mind. However, how is it possible to know or believe our interlocutor’s knowledge? The purpose of this paper is to find an answer to this question by showing the relationship between reasoning, presumption and language. Presupposition is analyzed as twofold reasoning process: on the one hand, the speaker by presupposing a proposition presumes that his interlocutor knows it; on the (...) other hand, the listener reconstructs the propositions taken for granted and assesses them against the shared presumptions. The possibility of reconstructing a presupposition is distinguished from its assessment, where the consistency of the presupposition with the shared or common ground is evaluated, and its reasonableness established. The analysis of presuppositions from an argumentative perspective provides an instrument for evaluating the reasonableness of a presupposition and understanding its dialogical effect. On this view, the dialogical force of a presupposition lies in its presumptive nature, which sets and shifts the burden of proving its unacceptability or unreasonableness. (shrink)

What is creativity and who exactly is creative? In this insightful and highly readable book, the author attempts to answer these questions by arguing that geographical millieux are hotbeds for creativity and renewal - places where pioneers in art, technology and science have gathered and developed their special abilities. In light of ongoing social and economic transformations, special attention is paid to the institutional settings in firms and universities. The goal is to identify those features which facilitate and those (...) which impede the creative process. Individual lives are illustrated through the autobiographies of hundreds of Nobel Laureates. Their life paths reveal the importance of geographic mobility and contact patterns for the development of creativity and international prestige. From these biographies we can also see how local millieux and schools have influenced many scientists"--Back cover. (shrink)

In this paper, drawing on evidence internal to the Platonic dialogues (supplemented with some ancient testimonia), I answer the question, “How did Plato teach in the Academy?” My reconstruction of Plato’s pedagogy in the Academy is that there was a single person who read the dialogue aloud like a rhapsode (this is in contrast to the dramatic theatrical hypothesis, in which several speakers function as actors in the performance of a dialogue). After the rhapsodic reading, students were allowed to (...) ask that portions of the text to be re-read, to ask a question about the text, and were encouraged to enter into a broader conversation about the topic and themes brought out by the text. This later pedagogical method of interrogating and investigating a dialogue is of more importance than the mere reading of a dialogue. I contend that Plato’s experiences teaching were woven into some of the dialogues, and that Plato’s pedagogy reflects some of the ways that he taught in the Academy. I propose that excellent points made by students may have been written into revised forms of the dialogue. And not only good points, but also mistakes in reasoning may have been added into the dialogues. I suggest that the way certain dialogues are organized with “guest lecturers” and “tag-team” philosophical debates reflect Plato’s pedagogy in the Academy. Plato’s broadmindedness, his openness to various and opposing viewpoints, is also evident from both outside and inside of the dialogue. Lastly, drawing on the idea of Socratic mimēsis, I give a plausible curriculum for how Plato may have used the dialogues to teach them: he had his students “play” with them. Plato may have asked his students to enter into the roles of the characters in the dialogues to better understand them and the type of person they represent. Plato may have also asked students to take over from the position of the character in the dialogue and to suggest a better, truer account of things than what the characters said or did. (shrink)

Having been raised as a Catholic and educated in the West, then trained as a monk in India since the 1980s, Canadian author Swami Muktananda of Rishikesh is uniquely positioned to bring the Eastern tradition of Vedanta to Western spiritual seekers. In Awakening to the Infinite, he answers the eternal, fundamental question posed by philosophical seekers, "Who am I?" with straightforward simplicity. Knowing who you are and adopting a spiritual outlook, he counsels, can help solve problems in daily life (...) to do with relationships, work, children, sexuality, illness, and social injustice. In answering the question "Who am I?," Swami Muktananda of Rishikesh draws on the ancient teachings of advaita or nonduality, the truth that there is no division between ourselves and others at a fundamental level. The book is drawn from the many conversations he has throughout the year meeting with individuals from different backgrounds, cultures, and walks of life, as well as public talks and question and answer sessions. Covering subjects ranging from the spiritual path to everyday problems, Muktananda addresses questions with simplicity and compassion, from the standpoint of someone who is anchored in the infinite but fully in touch with the world. His teaching follows the words of Christ and the Old Testament as well as those of the sages of India, who all proclaim a universal truth that transcends all religions: 'You are not the body; you are not the mind; you are the immortal, divine Self. Realize this and be free.'. (shrink)

Excerpt from Custom an Essay on Social Codes Still a professor extraordinarius and thus not en cumbered with the time-consuming duties of an Ordinarius (a full professor), T onnies was living in the small town of Eutin, about an hour's ride on the train to Kiel, the seat of his university, and engaged in a prolific literary and scholarly pro duction on a great variety of theoretical as well as practical sociological, political and economic prob lems. Most of his articles (...) were intended for an edu cated though not professional public of people in terested in fundamental questions of social life or in social problems of the day. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

These seven talks, considered one of the best introductions to the Waldorf approach to education, were given by Rudolf Steiner to a small group on his last visit to England in 1924. Steiner shows how essential it is for teachers to work upon themselves -- to transform their natural gifts -- and to use humor to keep their teaching lively and imaginative. Above all, he stresses the grave importance of doing everything in the light of knowledge of the child as (...) a citizen of the spiritual as well as the earthly world. Throughout, he returns to the practical value of Waldorf education. From the Foundations of Waldorf Education series. (shrink)

In 1996 Varela established the neurophenomenology research programme. This project was not designed to solve what Chalmers has defined as the hard problem, but rather to offer a methodological remedy for this problem. The NRP seeks to bridge the explanatory gap by creating a reciprocal dialogue between the firstperson perspective on the one hand and third-person perspective on the other. Yet, twenty years after Varela's NRP kicked off, it seems that the explanatory gap is still very much alive. This paper (...) argues that as long as subjective experience remains at least somewhat inaccessible, we will not be able to bridge this gap. (shrink)

Many instances of art are valuable. Where is this value located? And how is it to be justified? In this paper I reconstruct and critically assess Albert Camus’ answers to these questions. Camus’ theory of the value of art is based on his “logic of the absurd”, i.e., the idea that the human condition is absurd and that we therefore ought to adopt an attitude of revolt. This idea entails that art lacks any intrinsic value. Rather, Camus argues, (...) art is valuable only insofar as it promotes creators’ or recipients’ awareness of the absurd and their attitude of revolt. The main problem with this theory is that it exaggerates the significance of the logic of the absurd for art. Even if the human condition is absurd and we ought to revolt, artistic value cannot plausibly be reduced to these facts. (shrink)

제논의 운동 역설 중에서 반분 역설과 아킬레우스 역설에 대한 아리스토텔레스의 해결책은 『자연학』 6권과 8권 두 곳에 담겨있다. 그리고 두 답변을 그는 각각 ‘질문자에 충분한 답변’과 ‘진리에 충분한 답변’이라고 부른다. 대부분 철학사가들은 이 중에서 8권의 ‘진리에 충분한 답변’을 그의 최종적인 해결책으로 받아들인다. 이에 대해 논자는 몇 가지 근거를 들어 6권의 ‘질문자에 충분한 답변’이 8권의 답변과 독립적으로 구성될 수 있음을 주장하고, 이들이 간과하고 있는 6권 답변의 의의를 해명하고자 한다. 양자의 답변이 구분될 수 있음은, 다시 말해서 6권의 답변을 8권 입장의 미완성된 단계쯤으로 격하시켜서는 (...) 안 되는 까닭은 첫째 그가 ‘제논의 역설’을 오늘날의 온전한 형태로 소개하는 곳은 『자연학』 8권이 아닌 6권이며, 8권은 『자연학』의 구조상 독립적인 성격을 갖기 때문이다. 게다가 그의 ‘연속이론’이 제시되는 곳은 8권이 아니라 6권인데, 6권은 제논의 운동역설을 소개하고 해결하는 것에 거의 전체가 할애된 곳이기 때문이다. 이런 형식상의 이유 이외에 둘째로 내용에 있어서도 우선 8권의 답변은 가능적 무한과 현실적 무한의 구분을 전제하지만, 6권은 가능성/현실성 구분이 전제되지 않은 채로 답변이 주어지기 때문이다. 넓게 말해서 6권 전체가 주제적으로 다루는 그의 ‘연속’ 이론은 ‘가능성/현실성’ 구분과 “무관하게” 구성될 수 있고, 같은 맥락에서 6권의 답변은 이 구분을 전제한 8권의 답변이 담아내지 못하는 연속 이론을 포함한 그의 자연철학의 몇 가지 진면모를 확인할 수 있게 해 준다. 셋째로 제대로 된 답변이기 위해서는 제논의 입장에서 답변으로 인정할만한 이유가 있어야 하는데, 8권의 답변은 제논의 입장에서 하나의 해결책으로 받아들일 수가 없다. 그러니까 이상의 세 측면에서 상식적으로 생각해 보자면, 그가 제논의 운동 역설을 어떻게 다루고 해결했는지는 6권에서 찾아야지, 8권만 가지고 결론을 내리는 것은 부당한 것으로 보인다. (shrink)

Principles of Charity have become central features of any plausible theory of interpretation. The trick has been to explain how the truth of the text to appear without abandoning one’s critical resources in the process. I argue that Gadamer’s discussion of “the logic of question and answer,” when applied to textual interpretation, functions as a principle of charity provides the right balance between being too liberal and being too critical.

In a multiagent and multi-cultural world, the fine-grained analysis of agents’ dynamic behaviour, i.e. of their activities, is essential. Dynamic activities are actions that are characterized by an agent who executes the action and by other participants of the action. Wh-questions on the participants of the actions pose a difficult particular challenge because the variability of the types of possible answers to such questions is huge. To deal with the problem, we propose the analysis and classification of (...) Wh-questions apt for agents’ communication in a multiagent system (MAS). Our proposal of such a system consists of agents who communicate with their fellow agents by messaging so that each autonomous agent, though resource-bounded, can make less or more rational decisions to meet its own and collective goals. In addition, by communicating with other fellow agents and their environment, agents can learn new concepts and enrich their ontology so that their behaviour is dynamic. We aim to make a general proposal of the system so that the ‘envelope’ of agents’ messages can be formalized in any MAS standard, be it The Foundation for Intelligent Physical Agents - Agent Communication Language (FIPA-ACL) or Knowledge Query and Manipulation Language (KQML). Yet, the content of messages is encoded in a formalized natural language. To this end, we apply Transparent Intensional Logic (TIL) with its procedural semantics which is particularly apt for a fine-grained analysis in which all the semantically salient features of natural language can be plausibly formalized. In this paper, we concentrate on analysing the content of query messages, particularly the content of those that encode Wh-questions and the answers to them. We also summarize TIL deduction system that makes it possible to answer such questions in an intelligent way. Linguists distinguish several subtypes of Wh-questions. Though the linguistic classification is helpful, it is not always suitable for agents’ communication and reasoning. We need the classification based on a logical analysis of Wh-questions so that the agents can infer possible answers to such questions rather than only looking for them by keywords. This paper aims to apply an appropriate classification of the logical types of Wh-questions and the analysis of such questions; we concentrate in particular on questions concerning the participants of activities. The application of these results to the analysis of processes and events based on verb valency frames is another novelty of the paper. (shrink)

7 lectures, Torquay, UK, August 12-20, 1924 (CW 311) These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their (...) teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). ∞ ∞ ∞ SYNOPSIS OF THE LECTURES LECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty. LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year. LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples. LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson." LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time. LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics. LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents. QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction. Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry. Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration. Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services. Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England. (shrink)

In this article, I discuss parthood status in mereologi- cally interpreted Daoist metaphysics, based on the Daodejing. I depart from the dao and you interrela- tion, which mereologically overlap by sharing parts. I consider the case of a complete overlap, which (a) challenges proper parthood, according to which a part cannot be identical with the whole that it com- poses, and (b) entails the question of identity that, while complying with classical mereology, cannot be consis- tent with Daoist metaphysics. The (...) discussion leads to abandoning proper parthood and antisymmetry axiom from classical axiomatics. It also shows a plausible fur- ther direction for mereological reconstruction. (shrink)

I propose the next steps in the neuropragmatic approach to philosophy that has been advocated by Solymosi and Shook (2013). My focus is the initial process of inquiry implicit in addressing philosophical questions of cognition and mind by utilizing the tools of neuroscientific research. I combine John Dewey’s pattern of inquiry with Charles Peirce’s three forms of inference in order to outline a methodological schema for neuropragmatic inquiry. My goal is to establish ignorance and guessing as well-defined pillars of (...) methodology upon which to build a neuropragmatic approach to inquiry. First, I outline Dewey’s pattern of inquiry, highlighting the initial problematic phase in which recognized ignorance provides the basis upon which to frame a philosophical problem and initiate the trajectory by which philosophical questions may be addressed with the assistance of neuroscientific evidence. Second, I provide an outline of Peirce’s three forms of inference, focusing upon the first phase of abduction: guessing. Third, I explain the transition between ignorance and guessing, urging the benefit of attending to these two aspects of inquiry. Finally, I provide an initial sketch indicating the next steps concerning a pragmatic reconstruction of neurophilosophy, pointing towards the need for a more thorough examination of scientific methodology within and following analyses of philosophical problems and neuroscientific evidence. (shrink)

This volume offers an English translation of John of St. Thomas's Cursus theologicus I, question I, disputation 2. In this particular text, the Dominican master raises questions concerning the scientific status and nature of theology. At issue, here, are a number of factors: namely, Christianity's continual coming to terms with the "Third Entry" of Aristotelian thought into Western Christian intellectual culture - specifically the Aristotelian notion of 'science' and sacra doctrina's satisfaction of those requirements - the Thomistic-commentary tradition, and (...) the larger backdrop of the Iberian Peninsula's flourishing "Second Scholasticism." In this latter context, John of St. Thomas applies the theological principles of Thomas Aquinas to the Scholastic disputes preoccupying Thomist, Franciscan, and Jesuit theologians, such as Cajetan, Bañez, Luis de Molina, Vazquez, Suárez - to name only a few - in a tour de force of theological thinking throughout the entire period of Scholasticism. In the process - and not insignificantly - the status quaestionis of theology's scientific character is clearly framed and answered according to John's satisfaction. Key to John of St. Thomas's resolution of the question is his understanding of the continuity of the power of human reason with the super-intelligibility of divine revelation spelled out in terms of what he calls "virtual revelation." This text presented in this volume is a quintessential example of the deep and abiding harmony that flourished between faith and reason as well as grace and nature within the golden era of Baroque Scholasticism. (shrink)

In conversation analytic and interactional studies, some responses are analyzed as being minimal.This article explores minimality in regard to two types of answers that appear to be used interchangeably as minimal responses to yes/no questions in Estonian. The answers represent typologically different formats, particles and echo answers. It is argued that minimality should be defined in a sequentially sensitive manner and that the two answer formats are used to display speakers’ understanding of the status of the (...) social action implemented in the preceding question. The data come from audio recordings of phone calls and face-to-face interaction. (shrink)

Rosłanowski and Shelah [Small-large subgroups of the reals, Math. Slov. 68 473–484] asked whether every locally compact non-discrete group has a null but non-meager subgroup, and converse...

What I am going to ask myself in this paper consists of two questions, which are interrelated: How should the discipline "Anglistik" be reconstructed from a theoretical point of view under consideration of intellectual and social history? In which way can this reconstruction have an effect on teaching English literature in universities? In answering the first question let me begin with a short outline concerning the ideological history of "Anglistik" from the 19th century to the present day. This (...) short and rough outline shall help to explain, why there is the obvious deficiency in theory, which nobody can deny who knows German Anglistik from within . Then I proceed in listing the necessary elements of a rational Anglistik, which have to be integrated into the discipline of the future. This description deals with the theoretical and teleological aspects of the reconstruction . In the last section I try to warrant my proposition to reconstruct Anglistik by an example, which has the task to demonstrate the interrelation of literary history, intellectual and social history within the discipline. (shrink)

What I am going to ask myself in this paper consists of two questions, which are interrelated: (1) How should the discipline “Anglistik” be reconstructed from a theoretical point of view under consideration of intellectual and social history? (2) In which way can this reconstruction have an effect on teaching English literature in universities? In answering the first question let me begin with a short outline concerning the ideological history of “Anglistik” from the 19th century to the present (...) day. This short and rough outline shall help to explain, why there is the obvious deficiency in theory, which nobody can deny who knows German Anglistik from within (I). Then I proceed in listing the necessary elements of a rational Anglistik, which have to be integrated into the discipline of the future. This description deals with the theoretical and teleological aspects of the reconstruction (II). In the last section I try to warrant my proposition to reconstruct Anglistik by an example, which has the task to demonstrate the interrelation of literary history, intellectual and social history within the discipline (III). (shrink)

It is common in the literature on classical electrodynamics and relativity theory that the transformation rules for the basic electrodynamical quantities are derived from the hypothesis that the relativity principle applies to Maxwell's electrodynamics. As it will turn out from our analysis, these derivations raise several problems, and certain steps are logically questionable. This is, however, not our main concern in this paper. Even if these derivations were completely correct, they leave open the following questions: Is the RP a (...) true law of nature for electrodynamical phenomena? Are, at least, the transformation rules of the fundamental electrodynamical quantities, derived from the RP, true? Is the RP consistent with the laws of ED in a single inertial frame of reference? Are, at least, the derived transformation rules consistent with the laws of ED in a single frame of reference? Obviously, and are empirical questions. In this paper, we will investigate problems and. Abstract First we will give a general mathematical formulation of the RP. In the second part, we will deal with the operational definitions of the fundamental electrodynamical quantities. As we will see, these semantic issues are not as trivial as one might think. In the third part of the paper, applying what J. S. Bell calls “Lorentzian pedagogy”---according to which the laws of physics in any one reference frame account for all physical phenomena---we will show that the transformation rules of the electrodynamical quantities are identical with the ones obtained by presuming the covariance of the equations of ED, and that the covariance is indeed satisfied. Abstract As to problem, the situation is much more complex. As we will see, the RP is actually not a matter of the covariance of the physical equations, but it is a matter of the details of the solutions of the equations, which describe the behavior of moving objects. This raises conceptual problems concerning the meaning of the notion “the same system in a collective motion”. In case of ED, there seems no satisfactory solution to this conceptual problem; thus, contrary to the widespread views, the question we asked in the title has no obvious answer. (shrink)

In his Finite and Infinite Goods, Robert Adams puts forward a theistic framework for ethics according to which finite objects of value become good through resembling God who is the infinite Good and is the source and criterion of goodness. One question that immediately arises regarding this theory is whether any resemblance to God is sufficient for goodness or not. Adams’ answer to this question is negative. He puts forward further qualifications that resemblances to God have to meet so that (...) they can constitute goodness in finite objects of value. In his God and Moral Law, Mark Murphy objects to these qualifications as inadequate for addressing the sufficiency question and puts forward his own suggestion as to how Adams’ theory has to be amended. In this paper I will first argue that Murphy’s suggestion for fixing the goodness as Godlikeness thesis is not an alternative to Adams’ proposed qualifications on resemblances to God and is best understood as an insightful interpretation and elaboration of Adams’ proposed qualifications. I will then show that as it stands, Murphy’s suggestion is not up to this task and itself is in need of reconstruction. Drawing on Judith Thomson’s discussions of goodness and virtue in her book Normativity, I will try to reconstruct Murphy’s suggestion and come up with an interpretation of Adams’ goodness as Godlikeness thesis that is more elaborate, informative, and plausible than Adams’ original formulation. (shrink)

In Karl Barth’s famous ‘Epistle to the Romans’, Second edition, the negation seems to be dominant: Each and every possibility to ‘have’ God, i.e. to cognize Him, is denied. More precisely speaking, Barth proposes a dialectics of negation and affirmation within which the negation seems to be dominant: He alludes frequently to the possibility to cognise God but then denies that possibility. An important question in Barth-research is thus how this dialectics is to be interpreted. Most Barth-researchers approach this question (...) via ‘ideengeschichtliche’ means, i.e. via the question what the background of Barth’s dialectics consists of. In chapter I, I scrutinize both of the currently prevailing paradigms for explaining the background of Barth’s dialectics: In line with the majority of current researchers on the issue, I suggest that the neo-Kantian ‘dialectics of origin’ has influenced the formulation of the dialectics in Romans II. Karl Barth became familiar with that dialectics through his brother Heinrich Barth, a neo-Kantian . However, against a recent trend in Barth-research, I suggest that the influence of Sören Kierkegaard’s ‘dialectics of existence’ should not be underestimated. Karl Barth used both sorts of dialectics side by side . In chapter II, I draw the systematic consequences of the ‘ideengeschichtliche’ considerations of chapter I. First, I suggest that philosophical explanations of the above sort account for the basic ‘raison d’être’ for there being such a dialectics, non-philosophical explanations for its specific shape. That is, the classical psychological explanations of the dialectics of Romans II explain the reason why he emphasizes the negation within the dialectics that strongly but cannot sufficiently explain the fact that there is such a dialectics. In II, 2, I utilize the above considerations to answer the classical question whether the negation has priority over the affirmation. I deny that. Barth emphasizes the negation within the dialectics of affirmation and negation strongly in order to reject the thendominant Liberal Theology. Yet, conceptually, his dialectics presupposes a more fundamental affirmation, viz. that God is totaliter aliter. But is the affirmation that God is ‘totaliter aliter’ not inconsistent? Either He is ‘totaliter aliter’ – in this case we cannot say anything meaningful about Him, not even that He is ‘totaliter aliter’. Or, else, we can say something meaningful about Him. But then He is not truly ‘totaliter aliter’. I suggest that a transcendental strategy provides interesting possibilities for getting out of that impasse: By holding that God is to be postulated on transcendental grounds rather than to be cognized in the proper sense of the word, it becomes possible to hold both that God is ‘totaliter aliter’, non-approachable and that we can claim that in a meaningful fashion. I admit, though, that applying transcendental strategies for theological purposes is not without problems. Yet, the prospects they provide for theological theorizing makes it worth investigating them further in spite of their problems. (shrink)

In this dissertation I attempt to develop a better understanding of knowledge and belief. In Chapter 1 I offer an analysis of knowledge-wh . I argue that knowledge-wh ascriptions express that a subject stands in the knowledge relation to a question--where to stand in this knowledge relation to a question is to know an answer to the question. Additionally I adopt a contextualist picture of knowledge- wh . I raise some problems for invariantism about knowledge- wh and I argue that (...) contextualism about knowledge-wh fits nicely with a very natural understanding of the semantics of interrogatives, and the nature of questions. In Chapter 2 consider whether knowledge-how is importantly different from knowledge-wh . I argue that 'knows how' is ambiguous, but on one sense knowledge-how ascriptions should be treated just like the other knowledge ascriptions with interrogative complements. Hence this type of knowledge-how is not fundamentally distinct from knowledge-wh . In Chapter 3 I reconsider various theories about knowledge and knowledge- that ascriptions in light of our conclusions about knowledge- wh ascriptions. It seems that doing so can help adjudicate between contextualism and invariantism about knowledge-that and may help determine which form of contextualism about knowledge-that is the most plausible. In Chapter 4 I consider whether there is some fact about the nature of the attitudes that determines the verb's complement selection. Some have suggested that the embedding behavior of attitude verbs is correlated with the factivity of the attitude verb. I evaluate this suggestion and the possible explanations for the embedding behavior of the various attitude verbs. I attempt to determine the extent to which the factivity of verbs is correlated with their embedding behavior and I attempt to explain why factivity plays such an important role. I argue that these facts can provide important insights into the nature of the attitudes. In Chapter 5 I explore the way in which knowledge and action are related in an important way. I consider the claim that it is appropriate to treat the proposition that p as a reason for action if and only if you know that p . I first present and explain the principle. Next I consider some objections to the proposal, and I argue that none of these objections is successful. I claim that the contrastivist, in particular, has several moves available in the face of the alleged problems with this Reason-Knowledge principle. (shrink)

Verbal communication leaves room for interpretative disputes. Speakers can argue about what they mean by their words and negotiate their commitments in conversation. This article examines the deniability of implicitly communicated contents and addresses the question of what makes an act of denial seem more or less plausible to the addressee. I argue that denials bring about a process of reconstruction of the context of interpretation of the speaker's utterance and I illustrate how considerations of cognitive utility are (...) the key determinant for distinguishing plausible from merely possible deniability. (shrink)

Many Levinasians are prone to merely assert or presuppose that the Other is ‘radically Other’, and that such Otherness is of patent ethical significance. But building ethics into the very concept of ‘the Other’ seems question-begging. What then, if not mere Otherness, might motivate Levinasian responsibility? In the following discussion I argue that this can best be answered by reading Levinas as a post-Holocaust thinker, preoccupied with how one’s simply being-here constitutes a ‘usurpation of spaces belonging to the other’. Then, (...) drawing on Schutz’s phenomenology, I explain how the resultant usurpatory bad conscience presupposes the embodied ‘interchangeability’ of self and Other. As such, one can be said to ‘usurp’ the Other’s place only insofar as self and Other are not radically different. (shrink)

This paper addresses a problem for theories of epistemic democracy. In a decision on a complex issue which can be decomposed into several parts, a collective can use different voting procedures: Either its members vote on each sub-question and the answers that gain majority support are used as premises for the conclusion on the main issue, or the vote is conducted on the main issue itself. The two procedures can lead to different results. We investigate which of these procedures (...) is better as a truth-tracker, assuming that there exists a true answer to be reached. On the basis of the Condorcet jury theorem, we show that the pbp is universally superior if the objective is to reach truth for the right reasons. If one instead is after truth for whatever reasons, right or wrong, there will be cases in which the cbp is more reliable, even though, for the most part, the pbp still is to be preferred. (shrink)

In 19th century Anglo-American political philosophy, one finds an important debate concerning the nature, source and limits of rights. Two of the dominant views here were the utilitarianism of Jeremy Bentham and J. S. Mill and the rights-based political thought of Herbert Spencer. While there are significant differences between them, both arguably reflect a perspective that is both liberal and individualist. ;A response to these views--one that is sometimes taken to be fundamentally incompatible, if not entirely incommensurable, with the Anglo-American (...) liberal tradition--is found in British idealist political thought. The most developed statement of this is, arguably, that of the British philosopher and social reformer, Bernard Bosanquet . Bosanquet argues that, to provide an adequate account of the nature, source and limits of human rights, one must abandon many of the individualist assumptions of his contemporaries. ;The question I address, then, is whether Bosanquet's theory of rights is a plausible response to the 'liberal individualist' views of Bentham, Mill and Spencer. In other words, does Bosanquet address the problems that he finds in these liberal individualist accounts of rights and does he provide a plausible alternative to them? ;My focus here is primarily, but not exclusively, historical. Moreover, I argue that a complete account of Bosanquet's theory of rights requires an elaboration of the "metaphysical theory of the nature of social reality"--"the social ontology"--on which it is based. Thus, in order to answer the question motivating this study, not only do I discuss Bosanquet's theory of rights in relation to the problems in the views of his contemporaries, but also show how it is related to his more general metaphysical concerns. ;In Chapter 1, "The Foundation of Rights in 'Theories of the First Look'," I set the stage for my reconstruction and presentation of Bosanquet's theory of rights. In Chapter 2, "Bosanquet's Theory of Rights," I reconstruct Bosanquet's theory of rights and respond to a number of criticisms directed directly to it. In Chapters 3 and 4, I provide and discuss what seem to be the key elements in the 'ontological' or 'metaphysical' background to Bosanquet's position. In the concluding chapter, "Bosanquet's Theory of Rights: An Assessment" , I show how Bosanquet's view avoids or responds to the problems he has identified in the theories of rights of Bentham, Mill and Spencer. (shrink)

Opponents and proponents alike of the freedom of the UK press to print prejudicial content about marginalised groups typically frame the debate in classic ‘free speech’ vs ‘harm principle’ terms. Those in favour of press freedom argue that the print press' right to freedom of expression beats any perceived or actual harm caused, and those against argue the opposite. Predictably, little progress is made in either party convincing the other. I suggest that we ought to instead ask, what grounds the (...) freedom of the press? I propose that one plausible answer is: the value of agential epistemic participation. And I argue that we cannot uphold that value at the same time as permitting discriminatory reporting against collectives of individuals. This offers a strong basis from which to argue for a change in UK press regulatory policy, to allow discrimination claims against groups of individuals to be heard. Further, when we consider the role of epistemic participation in one’s ability to perform as a person, we ought to find that most complaints will in practice find in the favour of the group in question, rather than the PPM. (shrink)

What makes scientific knowledge possible? The philosopher Immanuel Kant in his magnum opus, the Critique of Pure Reason, had a fascinating and puzzling answer to this question. Scientific knowledge, for Kant, is made possible by the faculty of reason and its demand for systematic unity. In other words, cognition about empirical objects can aspire to be scientific only if it is rationally embedded within or transformed into a system. But how can such system form once we take into account the (...) perspectival nature of knowledge, i.e., its being situated in individual human cognitive faculties? My PhD thesis has a two-pronged objective: to reconstruct the complexity of the notion of systematicity in Kant’s Critique of Pure Reason; and to defend its plausibility in contemporary debates on the unity or plurality of scientific knowledge. As far as is concerned, Kant’s position is far from being clearly understood in the literature. Despite a renewed interest in Kant’s notion of systematicity in recent decades, existing contributions fail to offer a satisfactory account of it. The aim of my thesis is to provide a unified reading of reason’s systematicity as an essential feature of Kant’s analysis of the sources of cognition. In particular, I defend a novel account of theoretical reason the aims to support the following claims: systematicity is grounded in a legitimate use of reason’s ideas as prescriptive rules for empirical investigation; it is necessary to make empirical cognition possible and generate scientific hypotheses; and it gives us fundamental insights into Kant’s ‘empirical realism’ and his understanding of the role of metaphysics in science. With regard to, I show that Kant’s account of theoretical reason has much more to offer than generally acknowledged. In particular, I present it as providing a reconciling solution to the conflict between unity and pluralism in contemporary philosophy of science. Drawing inspiration from Kant’s ‘perspectivism,’ I argue that unity and pluralism are to be thought as mutually inclusive principles of scientific knowledge. (shrink)

Rosłanowski and Shelah [Small-large subgroups of the reals, Math. Slov. 68(3) (2018) 473–484] asked whether every locally compact non-discrete group has a null but non-meager subgroup, and conversely, whether it is consistent with [Formula: see text] that in every locally compact group a meager subgroup is always null. They gave affirmative answers for both questions in the case of the Cantor group and the reals. In this paper, we give affirmative answers for the general case.

One of the central concepts in Charles Taylor’s philosophy is that of strong evaluation. What is strong evaluation? The crucial idea is that human relations to the world, to self and to others are value-laden. In the first subsection the central features of the concept of strong evaluation are discussed, namely qualitative distinctions concerning worth and the role of strong evaluation for identity. The nature of strong evaluations both as background understandings and explicit judgements is clarified. It is also claimed (...) that strong evaluation is not precisely a matter of second-order desires, but of evaluative beliefs. In subsection 1.2, some additional and less central characterizations are scrutinized: contingent conflicts, articulacy, discriminacy, reflectivity, depth. The claim is that most of these are not criterial for the distinction between strong and weak evaluations. In the third subsection various criticisms are taken up (from Ernst Tugendhat, Jurgen Habermas, Owen Flanagan, Joel Anderson), which are relevant for defining strong evaluations and assessing the role strong evaluation has in ethics. The terminological solutions are here connected to substantive issues in moral theory. I will defend Taylor against three aspects of a Kantian critique that the notion of strong evaluation is too broad, and overlooks crucial distinctions. Should one distinguish between moral and other values more clearly? Should one distinguish between categorical and optional goods more sharply? Should one distinguish between the whole “moral map” and one’s own orientation more clearly? I think these are indeed essential questions, but they are to be answered within the realm of qualitative distinctions concerning worth. The Kantian attempts to segregate one type of issue as involving strong evaluation and another type of issue as not involving it are misguided. In the fourth subsection I put forward three critical claims in an attempt to show that the notion of strong evaluation as Taylor defines it is too narrow (or at least ambivalent about how narrow it is). These critiques are inspired by more comprehensives approaches to ethics (e. g. by Joseph Raz or Paul Ricoeur). First, is strong evaluation restricted strictly to second-order self-evaluation (as some formulations by Taylor seem to suggest), or does it cover value-judgement in general (as some other formulations by Taylor seem to suggest)? In the broad sense, strong evaluations also include first-order judgements made in various different situations, and background commitments to goods. I suggest that the broad sense be adopted. Second, how does the distinction between strong and weak evaluations relate to “small” values? Third, can self-evaluation succeed without the deontic layer of reasons and norms and if not, does the concept of strong evaluation cover that as well? I defend a different line from Taylor on the issues of small values and the deontic realm. This will lead to a suggestion of “strong evaluation in an extended sense”. (shrink)

The Question of Iterated Grounding (QIG) asks what grounds the grounding facts. Although the question received a lot of attention in the past few years, it is usually discussed independently of another important issue: the connection between metaphysical explanation and the relation or relations that supposedly “back” it. I will show that once we get clear on the distinction between metaphysical explanation and the relation(s) backing it, we can distinguish no fewer than four questions lumped under QIG. I will (...) also argue that given some plausible assumptions about what it would take for a relation to back metaphysical explanation, many salient views about grounding allow us to give “easy” answers to these questions—easy in the sense that we can straightforwardly derive them from the respective conception of grounding without getting into the sorts of complexities that typically inform answers to QIG. The paper's main upshot is that we cannot expect to make much progress on QIG without first addressing the difficult issue of how exactly grounding is related to metaphysical explanation. (shrink)

This paper addresses a problem for theories of epistemic democracy. In a decision on a complex issue which can be decomposed into several parts, a collective can use different voting procedures: Either its members vote on each sub-question and the answers that gain majority support are used as premises for the conclusion on the main issue, or the vote is conducted on the main issue itself. The two procedures can lead to different results. We investigate which of these procedures (...) is better as a truth-tracker, assuming that there exists a true answer to be reached. On the basis of the Condorcet jury theorem, we show that the pbp is universally superior if the objective is to reach truth for the right reasons. If one instead is after truth for whatever reasons, right or wrong, there will be cases in which the cbp is more reliable, even though, for the most part, the pbp still is to be preferred. (shrink)

While the theory of relative plausibility is presented by Allen and Pardo as a descriptive theory of the proof process, this commentary discusses their theory as a possible starting point for a prescriptive theory of evidence assessment. Generally, naturalness and simplicity are necessary for the success of such a theory. The theory of relative plausibility is very promising in this respect, as its key concept is the straightforward and intuitive notion of explanation, according to which an explanation is an answer (...) to a “why” question. Still, both the explanatory and the comparative dimensions of relative plausibility are in need of elaboration if one wants to give advice on evidence assessment in terms of Allen and Pardo’s framework. For one thing, it is necessary to examine the epistemological status of the various explanatory criteria regarding their potential as guides to truth or likelihood. Only epistemic criteria should be included in recommendations to fact-finders. Moreover, given the author’s interpretation of the ‘beyond any reasonable doubt’ standard, it is unclear what the comparative dimension amounts to in criminal trials. At least a comparison of the kind involved in the author's account of civil trials standards is absent in their interpretation of BARD. If the comparative dimension of relative plausibility is relevant at all in criminal trials, it must be clarified what is to be compared. (shrink)