In this article I propose that a postphenomenological approach to science and technology can open new analytical understandings of how material artifacts, embodiment and social agency co-produce learned perceptions of objects. In particle physics, physicists work in huge groups of scientists from many cultural backgrounds. Communication to some extent depends on material hermeneutics of flowcharts, models and other visual presentations. As it appears in an examination of physicists’ scrutiny of visual renderings of different parts of a detector, perceptions vary in (...) relation to social and bodily experiences. Vision in physics has seemingly allowed an objective perception at a convenient distance of the body. This article challenges this view and proposes that the variations can be analysed as cultural at two echelons with the help of a postphenomenological approach combined with cultural psychological theory of artifacts. A third echelon presumably constitutes the phenomenological limit to culture in science. Even this last resort of subjectivity can be embraced by a postphenomenological approach. The process of culturalization in physics can be defined as a process of situating knowledge in a body whose continuous learning of micro-and macro perceptions makes scientific renderings unstable. Taken together postphenomenology, following the distinctions between body one and body two, and combined with cultural psychological learning theory, enables new insight into what constitutes culture in science. (shrink)
The recent interest of cognitive- and neuro-scientists in the topic of consciousness (and the dissatisfaction with the present state of knowledge) has revealed deep conceptual differences with Humanists, who have dealt with issues of consciousness for centuries. O'Regan & Noë have attempted (unsuccessfully) to bridge those differences.
Albertus Magnus favours the Aristotelian definition of the soul as the first actuality or perfection of a natural body having life potentially. But he interprets Aristotle's vocabulary in a way that it becomes compatible with the separability of the soul from the body. The term “perfectio” is understood as referring to the soul's activity only, not to its essence. The term “forma” is avoided as inadequate for defining the soul's essence. The soul is understood as a substance which exists independently (...) of its actions and its body. The article shows that Albertus' terminological decisions continue a tradition reaching from the Greek commentators, and John Philoponos in particular, to Avicenna. Albertus' position on another important issue is also influenced by Arabic sources. His defense of the unity of the soul's vegetative, animal and rational parts rests on arguments from Avicenna and Averroes. It is shown that Averroes' position on the problem is not clearcut: he advocates the unity thesis, but also teaches the plurality of the generic and individual forms in man. This double stance is visible in the Latin reception of Averroes' works, and also in Albertus, who presents Averroes both as supporter and opponent of the plurality thesis. (shrink)
In [6] Messmer and Wood proved quantifier elimination for separably closed fields of finite Ershov invariant e equipped with a (certain) Hasse derivation. We propose a variant of their theory, using a sequence of e commuting Hasse derivations. In contrast to [6] our Hasse derivations are iterative.
Theoretical models for patient-physician communication in clinical practice are frequently described in the literature. Respecting patient autonomy is an ethical problem the physician faces in a medical emergency situation. No theoretical physician-patient model seems to be ideal for solving the communication problem in clinical practice. Theoretical models can at best give guidance to behavior and judgement in emergency situations. In this article the premises of autonomous treatment decisions are discussed. Based on a case-report we discuss different genuine efforts the physician (...) can do to uncover treatment refusal and respect patient autonomy in an emergency situation. Autonomy requires competence and in emergency medicine time does not allow intimate exploration of patient competence and reasons for treatment refusal. We find that the physician must base her decision on a firm theoretical base combined with a practical and realistic view of the patient's situation on a case to case basis. (shrink)
The totality of extensional 1-ary connectives distinguishable in a logical framework allowing sequents with multiple or empty (alongside singleton) succedents form a lattice under a natural partial ordering relating one connective to another if all the inferential properties of the former are possessed by the latter. Here we give a complete description of that lattice; its Hasse diagram appears as Figure 1 in §2. Simple syntactic descriptions of the lattice elements are provided in §3; §§4 and 5 give some (...) additional remarks on matrix methods and on alternative terminology. Background: The size of this lattice was underestimated in [3]; some missing cases were noted in [4] in the course of correcting an example from [3] purporting to show the non-distributivity of the lattice. All the missing cases (as well as those originally noted) are covered here. (The present discussion is self-contained.). (shrink)
In Pninis grammar of Sanskrit one finds the ivastras, a table which defines the natural classes of phonological segments in Sanskrit by intervals. We present a formal argument which shows that, using his representation method, Pninis way of ordering the phonological segments to represent the natural classes is optimal. The argument is based on a strictly set-theoretical point of view depending only on the set of natural classes and does not explicitly take into account the phonological features of the segments, (...) which are, however, implicitly given in the way a language clusters its phonological inventory. The key idea is to link the graph of the Hasse-diagram of the set of natural classes closed under intersection to ivastra-style representations of the classes. Moreover, the argument is so general that it allows one to decide for each set of sets whether it can be represented with Pninis method. Actually, Pnini had to modify the set of natural classes to define it by the ivastras (the segment h plays a special role). We show that this modification was necessary and, in fact, the best possible modification. We discuss how every set of classes can be modified in such a way that it can be defined in a ivastra-style representation.1. (shrink)
We define a complete theory SHF e of separably closed fields of finite invariant e (= degree of imperfection) which carry an infinite stack of Hasse-derivations. We show that SHF e has quantifier elimination and eliminates imaginaries.
This article discusses two well-known texts that respectively describe learning and teaching, drawn from the work of Freud and Plato. These texts are considered in psychoanalytic terms using a methodology drawn from the philosophy of Luce Irigaray. In particular the article addresses Irigaray's approach to the analysis of speech and utterance as a ‘cohesion between the source of the utterance and the utterance itself’ (Hass, 2000). I apply this approach to ask whether educational tradition has fractured the relationship between pedagogy (...) and the body of the teacher/pupil. Teaching and learning are re-addressed in ways that challenge the gender-neutral representation of pedagogy as a systematic technique. (shrink)
: I argue that Irigaray's linguistic research is not merely supplementary to her theoretical writing, but, in its depiction of sexed linguistic "styles," illuminates Irigaray's call for a new syntax. I show the effect of this research on her analysis of the unconscious meaning of interrogative expressions. I address the question of Irigaray's standing as a social scientist and argue that attention to her method reveals her positive program in this domain.
Aristotelian, classical, and quantum physics are compared and contrasted in light of Jacob Klein’s account of the algebraicization of thought and the resultingdetachment of mind from world, even as human problem-solving power is greatly increased. Two fundamental features of classical physics are brought out: species-neutrality, which concerns the relation between the intelligible and the sensible, and physico-mathematical secularism, which concerns the question of the difference between mathematical objects and physical objects, and whether any differences matter. In contrast to Aristotelian physics, (...) which is species-specific, classical physics is species-neutral. In contrast to both Aristotelian and quantum physics, classical physics assumes that any differences between mathematical objects and physical objects make no difference for the conduct of physics. Aristotle’s act and potency, and Heisenberg’s uncertainty principle are discussed as counterexamples to the physico-mathematical secularism of classical physics. The algebraicization of thought in conjunction with the disposition and program for the mastery of nature leads to the homogenization of heterogeneities in both mathematics and physics, and, therewith, to confusion concerning the meaning of human being and our place in the whole. (shrink)
