This paper introduces Simone Weil’s notion of reading and some of its implications to education. Weil’s philosophy, in particular her notion of attention has caught interest of some education scholars; however, the existing studies are still underdeveloped. Introducing Weil’s notion of reading, which has not been studied almost at all by educationists but its significance is well-recognized by Weil scholars, I intend to set forth a more nuanced understanding of Weil’s attention that is necessary to further discuss Weil’s potential contribution (...) to education research. Attention to other people, hence love of others, is reframed as “reading better.” We read better not simply by purifying our reading through detachment and self-negation, which is how the notion of attention is often understood and thus found problematic, but by incorporating multiple perspectives and finding balance among them. Learning to read better, then, is not merely inward effort of detachment done through introspection, but it also necessarily involves outward effort of working with other people and the world. It is through interacting with others, we may learn our own readings, recognize others’ readings, and seeking for just balance among them. This latter element which has been greatly dismissed is indispensable for any serious discussions of Weil’s philosophy in education. (shrink)

Motor skills of professional musicians can be regarded as a model to investigate human skill acquisition after prolonged practice. Although rhythmic tapping skills of musicians such as drummers and pianists were investigated previously, the tapping performance of hand percussionists is still largely unknown. In this study, we investigated the tapping performance of professional and amateur darbuka players. Three tapping tasks were performed: single-, double-, and triple-finger tapping tasks. The participants were asked to tap as fast as possible for 12 s (...) in the single-finger tapping task while they tapped as fast and alternate/even as possible in the double- and triple-finger tapping tasks. The tapping speed and variability of inter-tap interval and tapping amplitude were assessed for each task. In the single-finger and triple-finger tapping tasks, there was no significant difference in the tapping speed between the professional and amateur darbuka players. In the double-finger tapping task, the tapping speed was significantly faster in the professional players than the amateur players. Interestingly, the professional players showed faster tapping speed in both familiar and unfamiliar patterns of finger coordination. The tapping speed of the double-finger tapping task was significantly correlated with the duration and the age of commencement of darbuka training. The professional players also showed less variability of ITI and tapping amplitude compared to the amateur players. These results suggest that prolonged practice of the hand percussion increases the performance stability and coordination speed of both familiar and unfamiliar patterns. (shrink)

Kripke bundle and C-set semantics are known as semantics which generalize standard Kripke semantics. In [4] and in [1, 2] it is shown that Kripke bundle and C-set semantics are stronger than standard Kripke semantics. Also it is true that C-set semantics for superintuitionistic logics is stronger than Kripke bundle semantics . Modal predicate logic Q-S4.1 is not Kripke bundle complete of the present paper). This is shown by using difference of Kripke bundle semantics and C-set semantics. In this paper, (...) by using the same idea we show that incompleteness results in Kripke bundle semantics which are extended versions of [2]. (shrink)