Knee proprioception deficits and neuroplasticity have been indicated following injury to the anterior cruciate ligament. Evidence is, however, scarce regarding brain response to knee proprioception tasks and the impact of ACL injury. This study aimed to identify brain regions associated with the proprioceptive sense of joint position at the knee and whether the related brain response of individuals with ACL reconstruction differed from that of asymptomatic controls. Twenty-one persons with unilateral ACL reconstruction of either the right or left knee, as (...) well as 19 controls matched for sex, age, height, weight and current activity level, performed a knee joint position sense test during simultaneous functional magnetic resonance imaging. Integrated motion capture provided real-time knee kinematics to activate test instructions, as well as accurate knee angles for JPS outcomes. Recruited brain regions during knee angle reproduction included somatosensory cortices, prefrontal cortex and insula. Neither brain response nor JPS errors differed between groups, but across groups significant correlations revealed that greater errors were associated with greater ipsilateral response in the anterior cingulate, supramarginal gyrus and insula. This is the first study to capture brain response using fMRI in relation to quantifiable knee JPS. Activated brain regions have previously been associated with sensorimotor processes, body schema and interoception. Our innovative paradigm can help to guide future research investigating brain response to lower limb proprioception. (shrink)

In Parkinson’s disease, the fronto-striatal network is involved in motor and cognitive symptoms. Working memory updating training engages this network in healthy populations, as observed by improved cognitive performance and increased striatal BOLD signal. This two-part study aimed to assess the feasibility of WM updating training in PD and measure change in cognition, movement and functional brain response in one individual with PD after WM updating training. A feasibility and single-subject study were performed in which patients with PD completed computerized (...) WM updating training. The outcome measures were the pre-post changes in criterion and transfer cognitive tests; cognitive complaints; psychological health; movement kinematics; and task-related BOLD signal. Participants in the feasibility study showed improvements on the criterion tests at post-test. FL displayed the largest improvements on the criterion tests and smaller improvements on transfer tests. Furthermore, FL reported improved cognitive performance in everyday life. A shorter onset latency and smoother upper-limb goal-directed movements were measured at post-test, as well as increased activation within the striatum and decreased activation throughout the fronto-parietal WM network. This two-part study demonstrated that WM updating training is feasible to complete for PD patients and that change occurred in FL at post-test in the domains of cognition, movement and functional brain response. (shrink)

European Journal of Philosophy, Volume 29, Issue 4, Page 685-698, December 2021.

The orthodox definition of hope suffers from an exclusion problem: it is unable to exclude subjects without hope. In fact, the orthodox definition even allows for despair to be falsely classified as hope. This problem suggests two basic desiderata for a successful analysis of hope: it should solve the exclusion problem, and it should have the resources to explain why, in a given situation, a subject does or does not form a hope. Bearing these desiderata in mind, I assess two (...) recent hope‐accounts offered by Jack M. C. Kwong and Cheshire Calhoun. I then offer my own view, which is based on the Jamesian notion of a “live possibility”. I suggest that a possibility needs to reach a certain probability threshold in order to count as live, and according to my account, to hope is to desire the truth of such a live possibility. This view is well‐equipped to solve the exclusion problem, and it can explain why a subject does or does not hope. (shrink)

According to an increasingly popular view known as non-doxasticism, religious faith need not include belief, but only some cognitively weaker attitude. This view comes with great promises, as it offers a way for the agnostic to partake in religion. My concern is how such a non-doxastic faith might be understood as a rational attitude. I offer three desiderata for any account of rational, non-doxastic faith. These desiderata are based on general considerations regarding epistemic rationality and on major themes from current (...) literature on the closely related notions of trust and hope. The first desideratum states that faith must be able to meet the demands of reason. The second requires, perhaps surprisingly, that faith should not imply trust. The third requires that faith should imply hope while excluding despair. I show how several prominent accounts of non-doxastic faith, by Lara Buchak, Daniel Howard-Snyder and Daniel McKaughan, all fail to meet at least one of these desiderata. I also suggest that the desiderata should make us prefer a reconstructive methodology. (shrink)

A guide to aligning your life with the frequencies of the Nine Waves of Creation.

I provide a unified account of hope and fear as propositional attitudes. This “mirror account” is based on the historical idea that the only difference between hope and fear is the conative attitude involved, positive for hope and negative for fear. My analysis builds on a qualified version of the standard account of hope. The epistemic condition is formulated in terms of live possibility and the conative according to a non-reductive view on desire and aversion. The account demonstrates the theoretical (...) fruitfulness of accepting Jack M. C. Kwong’s distinction between hope and fear as propositional attitudes and experiential states. (shrink)

On the standard view, an agnostic might commit non-doxastically to religion because she wants to receive some goods, which might be either natural or supernatural in kind. I broaden the picture by showing how the agnostic must also take negative factors into account. Negative mundane factors should be avoided as far as possible by the agnostic, and in extreme cases, even at the price of giving up supernatural goods. Negative supernatural factors, like eternal torment, work differently. An agnostic who considers (...) an eternity of suffering in hell a live possibility might rationally make a religious commitment in order to avoid it. Non-doxastic religion is commonly conceived as requiring a pro-attitude. If fear can have the impact I suggest, we must broaden the picture to allow for a negatively based commitment as well. To make explicit the kind of attitude relevant here, I offer an analysis of fear as a rational, non-doxastic attitude. (shrink)

It is standardly assumed that a religious commitment needs to be based upon religious belief, if it is to be rationally acceptable. In this thesis, that assumption is rejected. I argue for the feasibility of belief-less religion, with a focus on the approach commonly known as “non-doxasticism”. According to non-doxasticism, a religious life might be properly based on some cognitive attitude weaker than belief, like hope, acceptance or belief-less assumption. It provides a way of being religious open exclusively to the (...) agnostic. This thesis consists of an introductory essay and five independent papers. The aim of the introductory essay is to provide a general background and set the stage for the discussion in the papers. Its first major part is about the rationality of religious belief. I assess three major ways of providing rational justification for religious belief: natural theology, the reformed epistemology of A. Plantinga and W. Alston, and voluntarism as advocated by B. Pascal and W. James. I highlight some of the most serious problems associated with these approaches, and argue that these problems are enough to warrant an exploration of belief-less alternatives. The second major part of the introductory essayintroduces belief-less religion and its two main forms: fictionalism and non-doxasticism. Both approaches are presented in some detail, including important accounts and current developments. While I would not deny thatboth approaches can be defended as intellectually feasible and rationally acceptable ways of being religious, I also explain why I think non-doxasticism is to be preferred over fictionalism. Paper I and II concerns the account of non-doxastic religion offered by J. L. Schellenberg. Paper I raises some problems for Schellenberg’s analysis of propositional faith, and presents a way of handling these problems by making faith occasional. Paper II argues that non-doxasticism should be focused on traditional religion rathar than Schellenberg’s simple ultimism. Paper III and IV concerns non-doxasticism on a more general level. Paper III argues for the superiority of non-doxasticism over fictionalism. It contains the argument for exclusive availability, according to which only non-doxasticism is rationally available to the pro-religious agnostic. Paper IV explores the notion of rational, non-doxastic faith, and argues for three desiderata any such faith must meet. Unlike the other papers, Paper V is primarily connected to the first part of the introductory essay, and it concerns the scope and limit of natural theology. It is tentatively argued that perfect being theism lies outside the scope of natural theology, and that its most prominent arguments at best support some kind of deism. (shrink)

Simon Peter undergoes a considerable development from his first introduction in the Gospel of Mark to later narratives, where he gains remarkable miraculous abilities. In Mark, he witnesses Jesus performing numerous miracles without himself being named as the performer of a single one, but in Matthew’s Gospel Peter walks on water (Matt 14:22–33), in Acts he heals two paralytics and raises a woman from the dead (Acts 3:1–10; 9:32–42), and in the fourth-century Latin Acts of Peter, also known as Actus (...) Vercellenses, he makes a dog speak (Acts Pet. 9.9–15), miraculously restores a shattered marble statue (11.8–23) and revives several people from the dead (27.1–11; 28.63–66). This article examines how Peter’s various miracles contribute to their respective stories, analyses how they reflect the needs of their respective authors, and discusses what they tell us about the use of genre in the narrative tradition about the apostle Peter and his miracles. (shrink)

. In the philosophy of J. L. Schellenberg, “evolutionary religion” is a religious stance oriented towards the deep future. According to Schellenberg, the best form of evolutionary religion is non-doxastic faith in ultimism. I reject Schellenberg’s arguments for preferring ultimism and suggest that committing non-doxastically to traditional religion makes more sense from an evolutionary perspective. I argue that the alignment argument for traditional religion remains sound even when the deep future is considered. Furthermore, I assess Schellenberg’s claim that humanity is (...) religiously immature. (shrink)

This commentary provides valuable insight into the basic tenets of an unknown sect from the formative years of Hellenistic Pythagoreanism, a movement which had a major impact on the morality and philosophy of the Greco-Roman world.

It is usually the case that scientists examine either ecological systems or social systems, yet the need for an interdisciplinary approach to the problems of environmental management and sustainable development is becoming increasingly obvious. Developed under the auspices of the Beijer Institute in Stockholm, this new book analyses social and ecological linkages in selected ecosystems using an international and interdisciplinary case study approach. The chapters provide detailed information on a variety of management practices for dealing with environmental change. Taken as (...) a whole, the book will contribute to the greater understanding of essential social responses to changes in ecosystems, including the generation, accumulation and transmission of ecological knowledge, structure and dynamics of institutions, and the cultural values underlying these responses. A set of new (or rediscovered) principles for sustainable ecosystem management is also presented. Linking Social and Ecological Systems will be of value to natural and social scientists interested in sustainability. (shrink)

In this introduction, the author argues that Thomas Hobbes and Carl Schmitt can help us rediscover the foundations of politics and political thought. In the years since World War II, the prevailing paradigm of politics has largely centred on the redistribution of resources. Hobbes and Schmitt, by contrast, help us appreciate two other conceptions of politics. Firstly, these thinkers averred that it is the problem of order ? not redistribution ? which is the fundamental concern for any society. Secondly, (...) both were acutely aware of the role played by myth: that is, how shared ideas ? sometimes created for this very purpose ? serve to promote order, social cohesion, and law?abiding behaviour. The author also argues, finally, that normative theory and the social sciences in general have often neglected these two conceptions of politics. (shrink)

_“Emotion as an element of contemporary Criticism in the intellectual Environment of the Weimar Republic – A contextual Reading of the Presentation of the Affective in Martin Heidegger and Carl Schmitt”_ This article examines a specific use of emotional concepts as well as a particular understanding of the affective in general in the work of Heidegger and Schmitt during the years 1919-1933. The general character of this idea of the affective is that it is developed as an element of (...) a critical engagement with discourses regarding institutional change. Thus, I will be reading the two thinkers in the light of institutional disputes present in the Weimar Republic. Heidegger is read in relation to the question of university reform, with which he was deeply involved in the 1920´s. Schmitt will be analyzed through the political situation of the newly established liberal democracy. In both cases, I will argue that a conception of the affective is developed that serves to attack a perceived relativism. This is seen in the fact that, for both thinkers, certain affective categories are linked to stable existential categories: being for Heidegger and the dichotomy between friend and foe for Schmitt. (shrink)

Clausewitz is not as some misinterpretations suggest a philosopher of total war. An analysis of his hermeneutical key presented in the first chapter of the first book of 'On War' makes it clear that there is a crucial distinction between his pure abstract concept of war - the notion of absolute war - and his theory of real war, where the irrationality ofviolence and the force of the military will, are subjected to political rationality. According to Clausewitz politicians carry the (...) ultimate responsibility in determining the ends of war, and this can only be done after a thorough appraisal of national and international realities. One of the consequences of his position is that the military and political levels are not, as A. Rapoport suggests, interchangeable but in a subordinate position. Military leaders should always follow the logic of politics, politicians however should not neglect the grammar of war. Despite some texts that might suggest the contrary, Clausewitz held a clear option for a defensive policy. Value judgments are left to philosophers. (shrink)

As in other European countries, in Denmark philosophy was an important factor in the cultural life of the nineteenth century. Kierkegaard lived and wrote in Copenhagen, where Hegelianism both flourished and met with serious criticism, and both of these elements can be found in his authorship. This chapter explores possible sources of inspiration for Kierkegaard's rejection of Danish Hegelianism and its follower, speculative theology, and discusses his influence on the fashionable Danish philosopher of the day, Rasmus Nielsen. By way of (...) conclusion, it is emphasized that Kierkegaard's understanding of Christianity and his struggle over it were decisive for a shift in Danish intellectual life around 1870. (shrink)

_ Source: _Volume 24, Issue 2, pp 279 - 299 This article provides the first overview of research on the kabbalistic sources of Benedictus de Spinoza. While this topic has not been a major focus in Spinoza research, this article argues that it has both biographical and philosophical relevance for the investigation of Spinoza and the context in which he first conceived of his hallmark ideas. Revisiting the extant historical sources, this article refines the present understanding of the connection between (...) Spinoza and the seventeenth-century kabbalistic circle of Amsterdam and the kabbalistic literature of that time. (shrink)

Carl Craver investigates what we are doing when we sue neuroscience to explain what's going on in the brain.

Jung has never pursued the "psychology of religion" apart from general psychology. The unique importance of his work lies rather in his discovery and treatment of religious, or potentially religious, factors in his investigation into the unconscious as a whole and in his general therapeutic practice. In Answer to Job , first published in Zurich in 1952, Jung employs the familiar language of theological discourse. Such terms as "God," "wisdom," and "evil" are the touchstones of his argument. And yet, Answer (...) to Job , perhaps Jung's most controversial work, is not an essay in theology as much as it is an examination of the symbolic role that theological concepts play in a person's psychic life. (shrink)

Carl F. Craver investigates what we are doing when we use neuroscience to explain what's going on in the brain. When does an explanation succeed and when does it fail? Craver offers explicit standards for successful explanation of the workings of the brain, on the basis of a systematic view about what neuroscientific explanations are.

Spinoza and Education offers a comprehensive investigation into the educational implications of Spinoza’s moral theory. Taking Spinoza’s naturalism as its point of departure, it constructs a considered account of education, taking special care to investigate the educational implications of Spinoza’s psychological egoism. What emerges is a counterintuitive form of education grounded in the egoistic striving of the teacher to persevere and to flourish in existence while still catering to the ethical demands of the students and the greater community. -/- In (...) providing an educational reading of Spinoza’s moral theory, this book sets up a critical dialogue between educational theory and recent studies which highlight the centrality of ethics in Spinoza’s overall philosophy. By placing his work in a contemporary educational context, chapters explore a counterintuitive conception of education as an ethical project, aimed at overcoming the desire to seek short-term satisfaction and troubling the influential concept of the student as consumer. This book also considers how education, from a Spinozistic point of view, may be approached in terms of a kind of cognitive therapy serving to further a more scientifically adequate understanding of the world and aimed at combating prejudices and superstition. -/- Spinoza and Education demonstrates that Spinoza’s moral theory can further an educational ideal, where notions of freedom and self-preservation provide the conceptual core of a coherent philosophy of education. As such, it will appeal to researchers, academics and postgraduate students in the fields of philosophy of education, theory of education, critical thinking, philosophy, ethics, and Spinoza studies. (shrink)

In this dialogue Thomas A and Jeito intuitively discuss the difference between a miracle and a fact. They conclude that the doings of God aren’t miracles.

Education and Free Will critically assesses and makes use of Spinoza’s insights on human freedom to construe an account of education that is compatible with causal determinism without sacrificing the educational goal of increasing students’ autonomy and self-determination. Offering a thorough investigation into the philosophical position of causal determinism, Dahlbeck discusses Spinoza’s view of self-determination and presents his own suggestions for an education for autonomy from a causal determinist point of view. -/- The book begins by outlining the free will (...) problem in education, before expanding on a philosophical understanding of autonomy and how it is seen as an educational ideal. It considers Spinoza’s determinism and discusses his denial of moral responsibility. Later chapters consider the relationship between causal determinism and autonomy, the educational implications of understanding free will and how free will can be utilised as a valuable fiction in education. -/- This book will be of great interest to academics and postgraduate students in the field of education, especially those with an interest in moral education and philosophy of education. It will also be of interest to those in the fields of philosophy and psychology and specifically those focusing on the free will problem, on Spinoza studies, and on the relation between moral psychology and external influence. (shrink)

This book is a philosophical enquiry into the educational consequences of Spinoza’s political theory. Spinoza’s political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, this book aims to introduce the reader to Spinoza’s original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being (...) carefully tailored and adjusted to the natural limitations of human reason. -/- Readers will benefit from a succinct introduction to Spinoza’s political philosophy and from an account of civic education that is based on careful exegetical work. It draws conclusions only hinted at in Spinoza’s own writings. (shrink)

Fictionalism confronts the dual epistemological nature of education. In this book, Johan Dahlbeck argues that all education, at bottom, concerns a striving for truth initiated through fictions. This foundational aporia is then interrogated and made sense of via Hans Vaihinger’s philosophy of ‘as if’ and Spinoza’s peculiar form of exemplarism. Using a variety of fictional examples, Dahlbeck investigates the different dimensions of educational fictionalism, from teacher exemplarism to the basic educational fictions necessary for getting started in education in the (...) first place. Fictionalism will be a valuable resource for anyone interested in the philosophical foundations of education. (shrink)

In this dialogue Zhuangzi and Jacob discuss nothing and something and their relation with God.

Discrimination, understood as differential treatment of individuals on the basis of their respective group memberships, is widely considered to be morally wrong. This moral judgment is backed in many jurisdictions with the passage of equality of opportunity legislation, which aims to ensure that racial, ethnic, religious, sexual, sexual-orientation, disability and other groups are not subjected to discrimination. This chapter explores the conceptual underpinnings of discrimination and equality of opportunity using the tools of analytical moral and political philosophy.

Under what conditions are people responsible for their choices and the outcomes of those choices? How could such conditions be fostered by liberal societies? Should what people are due as a matter of justice depend on what they are responsible for? For example, how far should healthcare provision depend on patients' past choices? What values would be realized and which hampered by making justice sensitive to responsibility? Would it give people what they deserve? Would it advance or hinder equality? The (...) explosion of philosophical interest in such questions has been fuelled by increased focus on individual responsibility in political debates. Political philosophers, especially egalitarians, have responded to such developments by attempting to map out the proper place for responsibility in theories of justice. This book both reflects on these recent developments in normative political theory and moves the debate forwards. (shrink)

The purpose of this article is to add to the debate on the normative status and legitimacy of indoctrination in education by drawing on the political philosophy of Benedict Spinoza (1632–1677). More specifically, I will argue that Spinoza’s relational approach to knowledge formation and autonomy, in light of his understanding of the natural limitations of human cognition, provides us with valuable hints for staking out a more productive path ahead for the debate on indoctrination. This article combines an investigation into (...) the early modern history of political ideas with a philosophical inquiry into a persistent conceptual problem residing at the heart of education. As such, the aim of the article is ultimately to offer an account of indoctrination less fraught with the dangers of epistemological and political idealism that often haunt rival conceptions. (shrink)

This book develops a view of logic as a theory of information-driven agency and intelligent interaction between many agents - with conversation, argumentation and games as guiding examples. It provides one uniform account of dynamic logics for acts of inference, observation, questions and communication, that can handle both update of knowledge and revision of beliefs. It then extends the dynamic style of analysis to include changing preferences and goals, temporal processes, group action and strategic interaction in games. Throughout, the book (...) develops a mathematical theory unifying all these systems, and positioning them at the interface of logic, philosophy, computer science and game theory. A series of further chapters explores repercussions of the 'dynamic stance' for these areas, as well as cognitive science. (shrink)

The article is authored by the Dean of Faculty of Theology at the University of Pretoria, celebrating the Faculty’s centenary in 2017. The exposition of the argument is unfolded on the basis of Ricoeur’s threefold mimesis of prefiguration, configuration and reconfiguration. The earliest decisive statement with regard to the nature of the Faculty, and which is eagerly pursued, was made by the Rev. M.J. Goddefroy in 1888, epitomising theological training as of academic deference, that is as a Faculty at a (...) university and not a seminary. This has been the fibre of Theology at the University of Pretoria and intellectual inquiry is an uncompromised value. The article is a critical reflection on the past century and an orientation towards the next hundred years, identifying the essence of what a real Pretoria Model could and should be and looking ahead to the next century. ‘History is not a destination, but an orientation’, sounds like a refrain in the article. The enterprise is contextual with regard to time and space. The assessment is subsequently done in terms of this continent and this century, that is Africa and the 21st century. The conclusion of the article is that the Pretoria Model fills a unique niche in theological inquiry at public universities competing for a position among the top 500 on the ranking of world universities. (shrink)

Written three years before his death, The Undiscovered Self combines acuity with concision in masterly fashion and is Jung at his very best. Offering clear and crisp insights into some of his major theories, such as the duality of human nature, the unconscious, human instinct and spirituality, Jung warns against the threats of totalitarianism and political and social propaganda to the free-thinking individual. As timely now as when it was first written, Jung's vision is a salutary reminder of why we (...) should not become passive members of the herd. With a new foreword by Sonu Shamdasani. (shrink)

Enacting an AI system typically requires three iterative phases where AI engineers are in command: selection and preparation of the data, selection and configuration of algorithmic tools, and fine-tuning of the different parameters on the basis of intermediate results. Our main hypothesis is that these phases involve practices with ethical questions. This paper maps these ethical questions and proposes a way to address them in light of a neo-republican understanding of freedom, defined as absence of domination. We thereby identify different (...) types of responsibility held by AI engineers and link them to concrete suggestions on how to improve professional practices. This paper contributes to the literature on AI and ethics by focusing on the work necessary to configure AI systems, thereby offering an input to better practices and an input for societal debates. (shrink)

This article turns to the neglected pedagogical concept of ingenium in order to address some shortcomings of the admiration–emulation model of Linda Zabzebski’s influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of ingenium such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives. This will set the stage for the next part, looking (...) at how early modern philosopher Benedict Spinoza adopts a Vivesian notion of ingenium, adjusting it so as to fit into the setting of his political theory. Next, I will turn to Spinoza’s use of the concept of ingenium in relation to his portrayal of exemplary persons, offering a pedagogical model of moral exemplarism that can counter some of the perceived problems of the admiration–emulation model as it highlights the necessary fallibility of efficient exemplars as well as acknowledges the socio-political dimension of emotions. Finally, I will lay out some preliminary consequences for educational theory, hoping to offer a way of reconciling moral exemplarism with a more realistic pedagogical and psychological framework. (shrink)

This book is a philosophical enquiry into the educational consequences of Spinoza’s political theory. Spinoza’s political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, the book aims to introduce the reader to Spinoza’s original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being (...) carefully tailored and adjusted to the natural limitations of human reason. This author-meets-critics includes scholars in philosophy, education and Spinoza studies. (shrink)