Contemplating one’s own death is a core aspect in the history of Western philosophy. In the modern era, existential philosophy has inherited this tradition and established unique discussions on the concept of “_my_ death,” resting on the premise that this concept is unapproachable via scientific inquiry. Conversely, biological research is essentially conducted within the scope of life phenomena, with death being referred to in the sense of lifespan; thus, death is not among its inherent themes, which automatically excludes the concept (...) of _my_ death from its scope. To establish a dialogue between the two fields, this study questions the widely held premise that _my_ death is unrelated to science and is best examined by philosophy. I consider the movement between continuity and discontinuity as foundational to scientific development, and integrate it with the relationship between the unknown and known. Furthermore, I extend this to the concepts of consciousness and body, and subsequently clarify and define the unknown divisions. Finally, I examine the kinds of unknowns that science confronts to interpret philosophically how an aspect of reproductive theory has unwittingly revealed a completely new dimension of life: _my_ death. Overall, I argue that _my_ death is an essential point of contact between philosophy and biology that reveals the scholarly significance of the unknown. (shrink)

Carbon and nitrogen are essential elements for life. Glucose as a carbon source and glutamine as a nitrogen source are important nutrients for cell proliferation. About 100 years ago, it was discovered that cancer cells that have acquired unlimited proliferative capacity and undergone malignant evolution in their host manifest a cancer‐specific remodeling of glucose metabolism (the Warburg effect). Only recently, however, was it shown that the metabolism of glutamine‐derived nitrogen is substantially shifted from glutaminolysis to nucleotide biosynthesis during malignant progression (...) of cancer—which might be referred to as a “second” Warburg effect. In this review, address the mechanism and relevance of this metabolic shift of glutamine‐derived nitrogen in human cancer. We also examine the clinical potential of anticancer therapies that modulate the metabolic pathways of glutamine‐derived nitrogen. This shift may be as important as the shift in carbon metabolism, which has long been known as the Warburg effect. (shrink)

This paper discusses what constitutes good teaching, taking as its cue the ‘aesthetic’ concept treated in everyday aesthetics and ‘internal good’ accounted by McIntyre. Teaching is viewed as practice, not merely as a basic action, due to its epistemological nature as everyday work. What everyday aesthetics teaches us is that even in the practice of teaching, sensory experiences such as comfort, familiarity, discomfort, ordinariness, etc. can be viewed as aesthetic experience. This kind of aesthetic experience constitute intuition supporting ’good teaching’ (...) that confirmed by examining Dreyfus et al. This ‘good teaching’ sensitivity is not specific to the individual practitioner, but is considered to be an ‘in-practice value (internal good?)’ (McIntyre) shared by the community of practice. From the aesthetic perspective, this value could be called ‘aesthetic value in practice’. In the teaching community of practice, ‘good teaching’ is both ‘beautiful teaching’ and ‘ethically good’ teaching. Teaching should be seen as a relational practice, and for this reason, The Ethico-Aesthetics of Teaching should be constructed. (shrink)

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that difficulties in professional (...) ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion‐based classes and misunderstand the effectiveness of a case‐based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

Inspired by Rick Grush's emulation theory, we reinterpreted a series of our neuroimaging experiments which were intended to examine the representations of complex movement, modality-specific imagery, and supramodal imagery. The emulation theory can explain motor and cognitive activities observed in cortical motor areas, through the speculation that caudal areas relate to motor-specific imagery and rostral areas embrace an emulator for amodal imagery.

What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the philosophy of education in a new key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—and thinking with Indigenous ethicoontoepistemologies? And, perhaps most importantly, what is that (...) ‘Future’? These debates have been located in the work of diverse scholars: from the West, from Global South, from indigenous thinkers. In this collective piece, we purposefully juxtapose diverse takes on the future of these intersections. We have given up the urge to organise, place together, separate with subheadings or connect the paragraphs that follow. Instead, we let these philosophers of education and thinkers who use philosophical texts and ideas to sit together in one long read as potentially ‘strange and unusual bedfellows’. This text urges us to understand how these scholars and thinkers perceive our educational philosophical futures, and how the work and thinking they have done on thinking about what the future of that new key in philosophy of education may look like is embedded in a much deeper and richer literature, and personal experience. (shrink)

The purpose of this study is to examine how trends in the use of images in modern life science journals have changed since the spread of computer-based visual and imaging technology. To this end, a new classification system was constructed to analyze how the graphics of a scientific journal have changed over the years. The focus was on one international peer-reviewed journal in life sciences, Cell, which was founded in 1974, whereby 1725 figures and 160 tables from the research articles (...) in Cell were sampled. The unit of classification was defined as a graphic and the figures and tables were divided into 5952 graphics. These graphics were further classified into hierarchical categories, and the data in each category were aggregated every five years. The following categories were observed: data graphics, explanation graphics, and hybrid graphics. Data graphics increased by more than sixfold between 1974 and 2014, and some types of data graphics including mechanical reproduction images and bar charts displayed notable changes. The representation of explanatory graphics changed from hand-painted illustrations to diagrams of Bezier-curves. It is suggested that in addition to the development of experimental technologies such as fluorescent microscopy and big data analysis, continuously evolving application software for image creation and researchers’ motivation to convince reviewers and editors have influenced these changes. (shrink)

Previous research reported that in processing structurally ambiguous sentences comprehenders often preserve an initial incorrect analysis even after adopting a correct analysis following structural disambiguation. One criticism is that the sentences tested in previous studies involved referential ambiguity and allowed comprehenders to make inferences about the initial interpretation using pragmatic information, suggesting the possibility that the initial analysis persisted due to comprehenders' pragmatic inference but not to their failure to perform complete reanalysis of the initial misanalysis. Our study investigated this (...) by testing locally ambiguous relative clause sentences in Japanese, in which the initial misinterpretation contradicts the correct interpretation. Our study using a self-paced reading technique demonstrated evidence for the persistence of the initial analysis with this structure. The results from an eye-tracking study further suggested that the phenomenon directly reflected the amount of support given to the initial incorrect analysis prior to disambiguating information: The more supported the incorrect main clause analysis was, the more likely comprehenders were to preserve the analysis even after the analysis was falsified. Our results thus demonstrated that the preservation of the initial analysis occurs not due to referential ambiguities but to comprehenders' difficulty to fully revise the highly supported initial interpretation. (shrink)

SummaryParadigmatology as a science of structures of reasoning which vary from culture to culture, from profession to profession, and sometimes from individual to individual is outlined, and communication difficulties between paradigms are discussed. Three paradigms are used as examples: hierarchical, unilateral, homogenistic, universalistic, categorical, classificational, deductive, rank‐ordering, competitive paradigm with predetermined universe; individualistic, isolationists, random, nominalistic, atomistic, statistical, probabilistic, egocentric paradigm with thermodynamically and informationally decaying universe; mutualistic, reciprocally interactive, heterogeneity‐creating, network‐structured, relational, contextual, complementary, symbiotic paradigm with self‐generating and self‐organizing (...) universe based on mutual causality and post‐Shannon information theory.Paradigmatologie et son Application à la Communication entre des Domaines de Spécialisation différents, entre des Professions et entre des Cultures. (shrink)

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that difficulties in professional (...) ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion-based classes and misunderstand the effectiveness of a case-based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

We pursue the idea that predicate logic is a “fibred algebra” while propositional logic is a single algebra; in the context of intuitionism, this algebraic understanding of predicate logic goes back to Lawvere, in particular his concept of hyperdoctrine. Here, we aim at demonstrating that the notion of monad-relativised hyperdoctrines, which are what we call fibred algebras, yields algebraisations of a wide variety of predicate logics. More specifically, we discuss a typed, first-order version of the non-commutative Full Lambek calculus, which (...) has extensively been studied in the past few decades, functioning as a unifying language for different sorts of logical systems (classical, intuitionistic, linear, fuzzy, relevant, etc.). Through the concept of Full Lambek hyperdoctrines, we establish both generic and set-theoretical completeness results for any extension of the base system; the latter arises from a dual adjunction, and is relevant to the tripos-to-topos construction and quantale-valued sets. Furthermore, we give a hyperdoctrinal account of Girard’s and Gödel’s translation. (shrink)

This article describes the historical development of HPS/NOS mainly in higher education. Because the establishment of universities in Japan in late-nineteenth century was a reaction against Western imperialism, higher education aimed to cultivate scientists and engineers with an emphasis on practical applications. This direction in higher science and engineering education continues into the present. It has conditioned elementary and secondary education via university entrance examinations, where no questions on NOS appear. Hence, HPS research and education has developed in Japanese higher (...) education with little connection to elementary and secondary education. Instead, NOS is communicated in literature, movies, and other media. Scientific and technological communication occurs mainly outside the school curriculum in venues like museums. (shrink)

The epistemology which sees intra-specific and intra-group heterogenization, symbiotization, interactive pattern-generating and change as basic principles produces types of theories and research strategies different from the epistemology based on the notions of intra-specific and intra-group uniformity, competition and stabilization. In the uniformistic view, individual variations have been reduced mainly either to statistical deviations from the mean or to dominance relationship. On the other hand in the heterogenistic view, mutual beneficial interactions between qualitatively heterogeneous individuals within a group is regarded as (...) indispensable for the increase of the level of behavioral and biological sophistication and evolution. This article compares five epistemologies including the two mentioned above in the context of the current epistemological transition in science, particularly due to the emergence of non-equilibrium thermodynamics in physics and differentiation-amplifying reciprocal causal models in mathematics and engineering, both of which consider the universe as pattern-generating, information-creating and evolving. (shrink)

Cell phone abuse amongst Japanese school students, including sex crimes and bullying, are commonly managed with filters and phone bans. Many believe these measures are more effective than moral education. Japanese teenagers therefore enter college without moral education in the Internet society, which can cause problems on campus: students plagiarizing from the Internet, or posting anonymous defamatory messages on bulletin boards. Japanese universities address these problems ineffectively. Problems are caused by both student ignorance of network ethics and moral immatureness. Therefore, (...) it is insufficient to provide only information ethics knowledge; students require a citizenship education to learn to build a moral community in the globalized network society. Here, the authors examine the effectiveness and difficulties in the practice of educating students to be moral subjects in such a society. Students are encouraged to debate ethical and practical issues, to express ethical remarks, and to understand the impact of their remarks. (shrink)

Science does not exist in vacuum; it arises and works in context. Ground-breaking achievements transforming the scientific landscape often stem from philosophical thought, just as symbolic logic and computer science were born from the early analytic philosophy, and for the very reason they impact our global worldview as a coherent whole as well as local knowledge production in different specialised domains. Here we take first steps in elucidating rich philosophical contexts in which Samson Abramsky’s far-reaching work centring around categorical science (...) as a new kind of science may be placed, explicated, and articulated. We argue, inter alia, that Abramsky’s work, as a whole, may be construed as demonstrating the categorical unity of science, or rather the sciences, in a mathematically rigorous, down-to-earth manner, which has been a salient feature of his work. At the same time we trace his intellectual history, leading from duality, to intensionality, and to contextuality, and place it in a broader context of philosophy beyond the analytic-continental divide, namely towards the reintegration of them as in the post-analytic tradition. Besides, we address issues in philosophy of category theory, such as the foundational autonomy of category theory and the (presumably two) dogmas of set-theoretical foundationalism, which Abramsky actually touch upon in one of his few philosophically inclined works. As to philosophy of category theory, we also address categorical structuralism as higher-order structuralism, categorical epistemology as elucidating higher-order meta-laws, and categorical ontology as allowing for reduction of ontological commitment via structural realism, the structuralist resolution of Benaceraff’s dilemma, and the pluralistic multiverse view of science as opposed to the set-theoretical reductionist ‘universe’ view. We conclude by speculating about the existence of the Oxford School of (Pluralistic) Unified Science as opposed to the Vienna Circle of (Monistic) Unified Science and to the Stanford School of (Pluralistic) Disunified Science; Categorical Unified Science may potentially allow us to reconcile the two camps on the unity and disunity of science whilst doing justice to both of them. Categorical unity arguably allows for unification via epistemological and ontological networking, and via knowledge transfer thus enabled, rather than unification via the reduction of everything and every truth to a single foundationalist framework, whilst taking at face value disunity, plurality, and diversity, and their significance in science and in human civilisation as a whole. (shrink)

Inspired by locale theory, we propose “pointfree convex geometry”. We introduce the notion of convexity algebra as a pointfree convexity space. There are two notions of a point for convexity algebra: one is a chain-prime meet-complete filter and the other is a maximal meet-complete filter. In this paper we show the following: the former notion of a point induces a dual equivalence between the category of “spatial” convexity algebras and the category of “sober” convexity spaces as well as a dual (...) adjunction between the category of convexity algebras and the category of convexity spaces; the latter notion of point induces a dual equivalence between the category of “m-spatial” convexity algebras and the category of “m-sober” convexity spaces. We finally argue that the former notion of a point is more useful than the latter one from a category theoretic point of view and that the former notion of a point actually represents a polytope and the latter notion of a point properly represents a point. We also remark on the close relationships between pointfree convex geometry and domain theory. (shrink)

This study addressed the question of whether L2 learners are able to utilize verb’s argument structure information in online structural analysis. Previous L2 research has shown that L2 learners have difficulty in using verb’s intransitive information to guide online syntactic processing. This is true even though L2 learners have grammatical knowledge that is correct and similar to that of native speakers. In the present study, we contrasted three hypotheses, the initial inaccessibility account, the intransitivity overriding account, and the fuzzy subcategorization (...) frame account, to investigate whether L2 learner’s knowledge of intransitive verbs is in fact ignored in L2 online structural analysis. The initial inaccessibility account and the fuzzy subcategorization frame account predicted that L2 learners cannot access intransitivity information in building syntactic structures in any situation. The intransitivity overriding account predicted that intransitivity information is accessed in L2 parsing, but this process is overridden by the strong transitivity preference when a verb is followed by a noun phrase. Importantly, the intransitivity overriding account specifically predicted that L2 learners would be able to use intransitive information in online syntactic processing when a noun phrase does not appear immediately following a verb. We tested the three accounts in an eye-tracking reading experiment using filler-gap dependency structures. We manipulated verb’s transitivity information and lexically based plausibility information and tested English native speakers as a control L1 group and Japanese-English L2 participants. The results showed that L2 learners as well as native speakers processed sentences differently depending on the subcategorization information of the verb, and adopted transitive analysis only when the verb was optionally transitive, providing support for the intransitivity overriding. The results further demonstrated that L2 learners had strong expectations for the transitive structure, which is consistent with the view proposed by the hyper-active gap-filling hypothesis. In addition, the results showed that the semantic mismatch in the incorrect transitive analysis facilitated native speaker’s processing but caused difficulty for L2 learners. Together, the current study provides evidence that L2 learners use intransitive information of the verbs to guide their structural analysis when there are no overriding constraints. (shrink)

It has long been thought that transmembrane cell‐surface receptors, such as receptor tyrosine kinases and cytokine receptors, among others, are activated by ligand binding through ligand‐induced dimerization of the receptors. However, there is growing evidence that prior to ligand binding, various transmembrane receptors have a preformed, yet inactive, dimeric structure on the cell surface. Various studies also demonstrate that during transmembrane signaling, ligand binding to the extracellular domain of receptor dimers induces a rotation of transmembrane domains, followed by rearrangement and/or (...) activation of intracellular domains. The paper here describes transmembrane cell‐surface receptors that are known or proposed to exist in dimeric form prior to ligand binding, and discusses how these preformed dimers are activated by ligand binding. (shrink)

This paper explores relationships between many-valued logic and fuzzy topology from the viewpoint of duality theory. We first show a fuzzy topological duality for the algebras of Łukasiewicz n -valued logic with truth constants, which generalizes Stone duality for Boolean algebras to the n -valued case via fuzzy topology. Then, based on this duality, we show a fuzzy topological duality for the algebras of modal Łukasiewicz n -valued logic with truth constants, which generalizes Jónsson-Tarski duality for modal algebras to the (...) n -valued case via fuzzy topology. We emphasize that fuzzy topological spaces naturally arise as spectrums of algebras of many-valued logics. (shrink)

It behooves us to examine , first, in the work of Rousseau the overlapping of their conception of nature and the foundations of social and political life : it is possible to mention the harmony between man and nature without considerations of politics? Then we examine some aspects of modern subjectivity – feeling of existence , moral conscience , the idea of ​​ happiness, pursuit of the indoor unit.

Basic concepts of communicational elements are explained: culturally institutionalized or individually internalized conscious or unconscious, intentional and unintentional encoding and decoding systems of verbal and nonverbal behavior, metacommunicational cues, various modes of communication , the rôle of situational context and of background information.Examples of complex misunderstandings in interpersonal interactions are given and analysed. This analytical method has been useful in psychiatry as well as in daily life situations.

人の始期から終期の「生」について、生殖医療、再生医療、ゲノム医療などの先端医療を紹介し、バイオエシックス教育の実際をみる。.