This paper discusses the debate over whether emotional expressions are spontaneous or intentional actions. We describe a variety of empirical evidence supporting these two possibilities. But we argue that the spontaneous-intentional distinction fails to explain the psychological dynamics of emotional expressions. We claim that a complex systems perspective on intentions, as self-organized critical states, may yield a unified view of emotional expressions as a consequence of situated action. This account simultaneously acknowledges the embodied status of environment, evolution, culture and mind (...) in theories of emotion. (shrink)

The US neutrino community gathered at the Workshop on the Intermediate Neutrino Program at Brookhaven National Laboratory February 4-6, 2015 to explore opportunities in neutrino physics over the next five to ten years. Scientists from particle, astroparticle and nuclear physics participated in the workshop. The workshop examined promising opportunities for neutrino physics in the intermediate term, including possible new small to mid-scale experiments, US contributions to large experiments, upgrades to existing experiments, R&D plans and theory. The workshop was organized into (...) two sets of parallel working group sessions, divided by physics topics and technology. Physics working groups covered topics on Sterile Neutrinos, Neutrino Mixing, Neutrino Interactions, Neutrino Properties and Astrophysical Neutrinos. Technology sessions were organized into Theory, Short-Baseline Accelerator Neutrinos, Reactor Neutrinos, Detector R&D and Source, Cyclotron and Meson Decay at Rest sessions.This report summarizes discussion and conclusions from the workshop. (shrink)

Against critics who range from Husserl and Heidegger to Rorty and Foucault, Harris presents a renewed justification of the importance of systematic metaphysical inquiry along the lines advocated by R. G. Collingwood. Surveying the writings of Augustine, Kant, McTaggart, Husserl, Heidegger, and Adolf Grünbaum, Harris illustrates the importance of such "classical" metaphysical inquiry in coping with the familiar, but still unresolved, canon of conundrums associated with the problem of time.

Bu makale, sosyal dışlanma kavramına genel bir bakış sağlar. Kavramın önem kazandığı belirli tarihsel durumları yeniden ele alır. Ayrıca kavramın, belli başlı okumalarını destekleyen farklı teorik çerçeveleri saptadığı gibi, çeşitli yorumlamaları da ele alır.This article provides a general overview ofthe concept of social exclusion. It reconstructs the specific historical conditions in which the concept gained prominence. Furthermore, it identifies the various interpretations as well as the different theoretical frameworks that underpin the distinctive reading ofthe concept.

This treatise on aesthetics criticizes various psychological theories of art, offers new theories and interpretations, and draws important inferences concerning ...

This early work by Robin G. Collingwood was originally published in 1939 and we are now republishing it with a brand new introductory biography. 'An Autobiography' is the story of Collingwood's personal and academic life. Robin George Collingwood was born on 22nd February 1889, in Cartmel, England. He was the son of author, artist, and academic, W. G. Collingwood. He was greatly influenced by the Italian Idealists Croce, Gentile, and Guido de Ruggiero. Another important influence was his father, a professor (...) of fine art and a student of Ruskin. He published many works of philosophy, such as Speculum Mentis (1924), An Essay on Philosophic Method (1933), and An Essay on Metaphysics (1940). (shrink)

In this thoughtful and literate study, Schwehn argues that Max Weber and several of his contemporaries led higher education astray by stressing research--the making and transmitting of knowledge--at the expense of shaping moral character. Schwehn sees an urgent need for a change in orientation and calls for a "spiritually grounded education in and for thoughtfulness." The reforms he endorses would replace individualistic behavior, the "doing my own work" syndrome derived from the Enlightenment, with a communitarian ethic grounded in Judeo-Christian spirituality. (...) Schwehn critiques philosophies of higher education he considers misguided, from Weber and Henry Adams to Derek Bok, Allan Bloom, and William G. Perry Jr. He draws out valid insights, always showing the theological underpinnings of the so-called secular thinkers. He emphasizes the importance of community, drawing on both the secular communitarian theory of Richard Rorty and that of the Christian theorist Parker Palmer. Finally, he outlines his own prescription for a classroom-centered spiritual community of scholars. Schwehn's study will interest all those concerned with higher education in America today: faculty, students, parents, alumni, administrators, trustees, and foundation officers. (shrink)

Of these lines Markland wrote in 1728 ‘patet ignari cuiusdam et barbari interpolatoris esse’; Dr. Trapp in 1735 found them ‘in themselves flat, and improper, and altogether unworthy of Virgil’; ‘in his ipsis miror qui factum sit ut Viri Doctissimi non agnouerint orationis uim et elegantiam’ ; ‘finding in them … all Virgil's usual ease and suavity … [we] hail those verses with joy, and reinstate them in their rightful … position as the commencing verses of the great Roman epic’ (...) ; ‘uersus praeclarissimos iniuria poeta abiudicauerunt editores plerique’. (shrink)