The Department of Speculative Facts connects two seemingly contradictory approaches: Speculation which attempts to think and act beyond existing knowledge and structures, and fact-checkers in search for a solid consensus on which our reality can be built. When stretching knowledge and speculating with fiction, what sense of responsibility is needed in times of democratized opinions and fake news? Learning from the other SF--Science Fiction--we think of speculation through facts, and facts through speculation, to situate truth culturally. The backbone of this (...) book is an e-mail exchange between two fact-checkers from the New York Times Magazine, which we handed over to artists to re-write, re-perform, and re-design. The publication includes the original letters, workshop scripts, as well as additional texts by philosophers, journalists, writers, and artists looking at new social contracts, with which we can anchor ourselves in the present. (shrink)

Contemporary art can be a powerful pedagogical tool in the health humanities. Students in an undergraduate course in the health humanities explore the subjective experience of illness and develop their empathy by studying three artists in the context of the AIDS epidemic: Keith Haring, Felix Gonzalez-Torres, and Wolfgang Tillmans. Using assignments based in narrative pedagogy, students expand their empathic response to pain and suffering. The role of visual art in health humanities pedagogy is discussed.

It is plausible that the universe exists: a thing such that absolutely everything is a part of it. It is also plausible that singular, structured propositions exist: propositions that literally have individuals as parts. Furthermore, it is plausible that for each thing, there is a singular, structured proposition that has it as a part. Finally, it is plausible that parthood is a partial ordering: reflexive, transitive, and anti-symmetric. These plausible claims cannot all be correct. We canvass some costs of denying (...) each claim and conclude that parthood is not a partial ordering. Provided that the relevant entities exist, parthood is not anti-symmetric and proper parthood is neither asymmetric nor transitive. (shrink)

Rational agents are supposed to maximize expected utility. But what are the options from which they choose? I outline some constraints on an adequate representation of an agent’s options. The options should, for example, contain no information of which the agent is unsure. But they should be sufficiently rich to distinguish all available acts from one another. These demands often come into conflict, so that there seems to be no adequate representation of the options at all. After reviewing existing proposals (...) for how to construe decision-theoretic options and finding them all wanting, I suggest that our model of rational agents should include a special domain of ‘virtual’ option propositions to serve as formal objects of deliberation and choice. (shrink)

I believe the material should be utilized as supplemental data for exploring Ch'en Liang's intellectual development.Ch'en's thought evolved through a tao-hsueh ...

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:“Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music by Julia Eklund KozaJune Boyce-TillmanJulia Eklund Koza, “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music (Ann Arbor, MI: University of Michigan Press, 2021)This is a difficult book to read not only because of its length but also its content. While reading the history of eugenics and how it played out in the (...) invention of the holocaust, I found myself feeling the nausea that I similarly feel when embarking on Margaret Attwood’s Handmaid’s Tale. I also remembered how I had used the Seashore tests of musical ability in my time teaching in London primary schools. I was faced with a common problem in UK State schools–three places for violin tuition and twenty children seeking them. The Seashore tests appeared to be the answer to the problem. The claims made for them were that they would tell me which children were likely to succeed because they had more musical ability than others. It was only in the process of using them that I realized that this was an unjustified claim. Conversations with John Sloboda revealed two other aspects that might play out in musical success. One was a moment/event which made a person fall in love with a particular instrument and want to learn it. The other was the amount of time a person would put in to practice the instrument, which in many London contexts with high-rise flats and no soundproofing [End Page 83] was extremely difficult. All that the Seashore tests showed was the third aspect involved in engagement with music, which was the ability to recognize the musical patterns of a particular culture. But what this book shows us so clearly is the danger of rating this ability to grasp the musical patterns of the Western classical musical traditions as the totality of musical ability. Beneath this is the belief that some people are innately musical but, more significantly, others are not. In my experience, musicality is a difficult area in our UK culture; people are more likely to say that they are not musical in a way that they would not in relation to any other academic discipline such as English, geography or history. In many educational contexts, I have pointed out that, if a teacher believes that some students are musical and some are not, then it is unethical to have class music lessons for everyone in the curriculum. Helpfully, in the final chapter of the book, some of these shades from the past, that still color contemporary thinking about music education, are clearly set out.To turn to the book itself, the first chapter sets out Seashore’s life as a “Mendelian hereditarian who believed that musical talent is biologically inheritable, differently bestowed, and immutable.”1 The author contextualizes the belief system in which this is rooted, discussing the American Eugenics Society, the best baby contests, and the “great man” narratives of the early to mid-twentieth century (first set out in Galton’s idea of genius). Seashore’s legacy figures in a number of academic fields, including audiology, aesthetics, educational reform, the American Psychological Society, and the National Academy of Sciences. She hopes to initiate a debate about how eugenics has, and still does have, a part in stories of both music education and education generally. She situates her work in a view of “‘the past’ as a dynamic construct created and recreated in the present.”2 She sets up a different way of remembering the past by acknowledging that past, present, and future are culturally constructed and bounded, in which she uses Foucault’s concept of power.3 She considers the role of “solid” science in supporting both eugenics and its responsibility for the Holocaust. I would recommend that anyone embarking on historical musicology read this chapter to understand the complex mechanisms which need to underpin such study.My own academic research has been about deconstructing the patriarchal values that filled my own miseducation in music history. The legacy of Galton’s construction of genius dominated my music education and when I took my professorial... (shrink)

Dieses Buch geht davon aus, dass eine moderne Hermeneutik als Theorie des Verstehens im begrifflichen Rahmen der gegenwärtigen Theorie des Geistes und der Semantik rekonstruiert werden sollte. Vor diesem theoretischen Hintergrund, der in einem eigenen Kapitel näher umrissen wird, soll die Geschichte der Hermeneutik neu gelesen werden. Dabei wird deutlich, dass diese Lesart vielfach neue historische Interpretationen zu entwickeln und die wichtigsten Stationen der Geschichte der Hermeneutik theoretisch auf neue Weise zu integrieren vermag. Über die hermeneutischen Positionen hinaus, die in (...) den bisherigen Gesamtdarstellungen auftauchen, werden auch Entwürfe diskutiert, die besonders unter geist-theoretischen Aspekten interessant sind, zum Beispiel die antike Hermeneutik, die Hermeneutik Max Webers, die Hermeneutik der logischen Empiristen und die naturalistische Hermeneutik. Vor allem aber wird belegt, dass die Geschichte der Hermeneutik teilweise zu großen Einsichten gelangt ist, an die eine moderne Hermeneutik anknüpfen kann. Das Buch wendet sich nicht nur an Spezialisten der Hermeneutik-Geschichte, sondern an alle Interessierten, denen das Schicksal der verstehenden Wissenschaften am Herzen liegt, und möchte ihnen eine Perspektive empfehlen, unter der sich der Status und die Autonomie der Geisteswissenschaften sowie ihr Bezug auf das Humane unter Heranziehung substantieller Theorien auf neue Weise würdigen lassen. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 102-125 [Access article in PDF] Towards an Ecology of Music Education June Boyce-Tillman King Alfred's College, England Western culture has developed a concept of knowledge as divided into discrete categories, which are reflected in the disconnected subjects of our school curricula and the titles of our university faculties. However, music should be intimately bound up with the wider curriculum, particularly in the (...) areas of personal, social, cultural, moral, and spiritual education. From an examination of the values that are implicit in the musical traditions that dominate music education in Western culture, in this paper I will set out some pointers towards a more ecological understanding of music education, drawing on experiences I have had with music and music education in a variety of settings. I will examine how musicology has concentrated only on certain aspects of the musical experience, ignoring areas such as expressive character, value systems, and spirituality, which are the areas that link the musical experience to the fabric of life as lived beyond the confines of the classroom and academe. This paper seeks to re-establish a notion of connectedness both within the musical experience and also beyond it and through it to other areas of knowledge and understanding. For this I have adopted the term "ecology." To explicate this notion of ecology, I have developed a model which incorporates the values that are both usually associated with Western culture and are subjugated by it, drawing on the experience of music itself. [End Page 102] Ways of Knowing The first of these models deals with the social construction of knowledge. Stan Gooch defines two systems of thought embodied in various cultures in the world. He identifies the favored characteristics of one system (Type A) as activity leading to products; objectivity; impersonal logic; thinking and thought; detachment; and discrete categories of knowledge that are based on proof and scientific evidence. The other system (Type B) favors being; subjectivity; personal feeling; emotion; magic; involvement; associative ways of knowing; and belief and non-causal knowledge.1Gooch suggests that the Western world has chosen to value the first of these systems and neglect the other. This is done by a process of devaluation that can be carried out in various ways. In the Western media this devaluation can be manifested as public ridicule or by simply ignoring those events that reflect Type B values. Community-building activities based on associative ways of knowing and acknowledgement of people's feelings and sensibilities are not reported, while a considerable amount of space is given to the essentially dehumanizing practices of warfare and the dissociative practices of violence and crime. For example, reports and articles on holistic, associative approaches to health based on belief systems that defy rational explanation often end with throw-away comments like "If you believe that, then you will believe anything!" Public figures sometimes indulge in similar practices in their pronouncements by initiating policies to outlaw health practices that cannot be supported by scientific methodologies and appealing to the grounds of public safety. People who wish to embrace the values of Type B can easily be pathologized or criminalized as the dominant culture seeks to reinforce the validity of its Type A values. Academic, medical, psychological, and even sociological research concentrates on so-called objective methodologies associated with scientific ways of knowing and the use of numbers in some shape or form. Qualitative methodologies that collect people's stories are often regarded with suspicion because of the alleged subjectivity of the approach.So the values of Type B have become hidden or repressed by Western culture. I have therefore called the ways of knowing that characterize Type B "subjugated ways of knowing,"2 following the work of Michel Foucault and his notion of subjugated knowledges.3 This paper will concentrate on how the ideas of the subjugated ways of knowing can be used to understand where we are in music education, drawing on my experience in the UK. I shall look at ways of bringing the two ways of knowing-Type A and... (shrink)

This book has grown out of eight years of close collaboration among its authors. From the very beginning we decided that its content should come out as the result of a truly common effort. That is, we did not "distribute" parts of the text planned to each one of us. On the contrary, we made a point that each single paragraph be the product of a common reflection. Genuine team-work is not as usual in philosophy as it is in other (...) academic disciplines. We think, however, that this is more due to the idiosyncrasy of philosophers than to the nature of their subject. Close collaboration with positive results is as rewarding as anything can be, but it may also prove to be quite difficult to implement. In our case, part of the difficulties came from purely geographic separation. This caused unsuspected delays in coordinating the work. But more than this, as time passed, the accumulation of particular results and ideas outran our ability to fit them into an organic unity. Different styles of exposition, different ways of formalization, different levels of complexity were simultaneously present in a voluminous manuscript that had become completely unmanageable. In particular, a portion of the text had been conceived in the language of category theory and employed ideas of a rather abstract nature, while another part was expounded in the more conventional set-theoretic style, stressing intui tivity and concreteness. (shrink)

Magnetism in meta-semantics is the view that the meaning of our words is determined in part by their use and in part by the objective naturalness of candidate meanings. This hypothesis is commonly attributed to David Lewis, and has been put to philosophical work by Brian Weatherson, Ted Sider and others. I argue that there is no evidence that Lewis ever endorsed the view, and that his actual account of language reveals good reasons against it.

Provides a comprehensive overview of the philosophy of propositions, from both historical and contemporary perspectives. Comprising 33 original chapters by an international team of scholars, the volume addresses both traditional and emerging questions concerning the nature of propositions.

本书探讨朱熹的思维世界,它不但是思想史的研究,并注意的社会背景,因此也可以说是思想史与社会史交互为用的研究。.

本书探讨朱熹的思维世界,它不但是思想史的研究,并注意的社会背景,因此也可以说是思想史与社会史交互为用的研究。.

In a series of recent publications, Jeffrey King (The nature and structure of content, 2007; Proc Aristot Soc 109(3):257–277, 2009; Philos Stud, 2012) argues for a view on which propositions are facts. He also argues against views on which propositions are set-theoretical objects, in part because such views face Benacerraf problems. In this paper, we argue that, when it comes to Benacerraf problems, King’s view doesn’t fare any better than its set-theoretical rivals do. Finally, we argue that his view faces (...) a further Benacerraf problem, one that threatens to undercut his explanation of why propositions have truth-conditions. If correct, our arguments undercut King’s main motivation for accepting his view over its rivals. (shrink)

In Parts of Classes and "Mathematics is Megethology" David Lewis shows how the ideology of set membership can be dispensed with in favor of parthood and plural quantification. Lewis's theory has it that singletons are mereologically simple and leaves the relationship between a thing and its singleton unexplained. We show how, by exploiting Kit Fine's mereology, we can resolve Lewis's mysteries about the singleton relation and vindicate the claim that a thing is a part of its singleton.

The poetry and journalistic essays of Katherine Tillman often appeared in publications sponsored by the American Methodist church. Collected together for the first time, her works speak to the struggles and triumphs of African-American women.

Wolfgang Welsch examines global aestheticization phenomena, probes the relationship of aesthetics and ethics, and considers the broad relevance of aesthetics for contemporary thinking. He argues that modes of thought familiar from the aesthetic realm comprise fundamental paradigms for understanding todayÆs reality. The implications for specific and everyday issues are demonstrated in studies of architecture, advertising, the Internet, and our perception of the life world. Surgically precise, innovative, and, above all, relevant, this book is an essential resource, providing the analysis (...) of contemporary culture with philosophical bite. Aesthetics is to transcend itself, address the whole realm of aethesis, and hence enable orientation in the contemporary condition. Undoing aesthetics means releasing it from old cultural binds and giving it new ties with the future. (shrink)

In recent work, Peter Hanks and Scott Soames argue that propositions are types whose tokens are acts, states, or events. Let’s call this view the type view. Hanks and Soames think that one of the virtues of the type view is that it allows them to explain why propositions have semantic properties. But, in this paper, we argue that their explanations aren’t satisfactory. In Section 2, we present the type view. In Section 3, we present one explanation—due to Hanks (2007, (...) 2011) and Soames (2010)—of why propositions have semantic properties. We criticize this first explanation in Section 4. In Section 5, we present another explanation—due to Soames (2104)—of why propositions have semantic properties. We criticize this second explanation in Section 6. (shrink)

Our senses provide us with information about the world, but what exactly do they tell us? I argue that in order to optimally respond to sensory stimulations, an agent’s doxastic space may have an extra, “imaginary” dimension of possibility; perceptual experiences confer certainty on propositions in this dimension. To some extent, the resulting picture vindicates the old-fashioned empiricist idea that all empirical knowledge is based on a solid foundation of sense-datum propositions, but it avoids most of the problems traditionally associated (...) with that idea. The proposal might also explain why experiences appear to have a non-physical phenomenal character, even if the world is entirely physical. (shrink)

Professional directives are unwavering: educational intimate exams should only ever occur with patients’ explicit consent. This article describes the current clinical, educational, and ethical landscape of educational pelvic examinations under anesthesia, underscores the imperative that these exams only ever occur with patients’ explicit consent, and offers accessible modifications to students’ involvement in these exams.

_Basic principles and practical strategies to promote learning in any setting!_ From K-12 to corporate training settings––the Third Edition of Patricia Smith and Tillman Ragan’s thorough, research-based text equips you with the solid foundation you need to design instruction and environments that really facilitate learning. Now updated to reflect the latest thinking in the field, this new edition offers not only extensive procedural assistance but also emphasizes the basic principles upon which most of the models and procedures in the instructional (...) design field are built. The text presents a comprehensive treatment of the instructional design process, including analysis, strategy design, assessment, and evaluation. (shrink)

Concentrating on Weber's engagement with political issues and their influence over his more theoretical concepts, Mommsen offers a critical analysis of Weber's notion of democracy, distinguishing its liberal and elitist features.

This paper examines how the prevailing knowledge systems of the West reduce and divide us within and between ourselves. It also highlights how these are paralleled by the Wisdom tradition in theology which allows for a more inclusive model of relationality and becoming. The author sets out before us how western systems create and dictate the underlying binary oppositions by which we, almost unconsciously, live out our lives. New ways are suggested and new horizons plotted.

Einflussreiche Denkerin des 20. Jahrhunderts. Das Handbuch erklärt die philosophischen, politischen und literarischen Kontexte, die Hannah Arendts Denken geprägt haben. Es präsentiert neben Informationen zur Biografie und den zeitgenössischen Bezügen alle wichtigen Werke und gibt Hinweise zu deren internationaler Rezeption in vielen Disziplinen. Zentrale Begriffe und Konzepte im Gesamtwerk Hannah Arendts werden ausführlich erklärt darunter: Antisemitismus, Das Böse, Macht, Revolution, Republik/Nation, Totalitarismus u. v. a.

This paper will examine the transformative possibilities of liminal space as described by Victor Turner and Isabel Clark in the musical experience. It draws on the author's previous phenomenography of musical experience an analytical frame based on the liminality of musical experience using the notion of difference-in-relationship drawing on Martin Buber's "I-Thou experience" and including theorists such as Dewey, Maslow, Levinas, Derrida, Noddings and Shore, M and I. S. Csikszentmihalyi, and Custodero. It will examine the implications of the use of (...) a liminal music space for cultural and personal transformation including its relationship between this space and the everyday world, the loss of boundaries, collective vulnerability, the opportunity to try out new personas, the handing over of responsibility to a higher power and the capacity for joyful play and the possibility of empowerment. It draws on Shakespeare's play Midsummer Night's Dream (drawing, as it does on Ovid's Metamorphoses) to illuminate the nature of transformation. (shrink)

Gottlob Frege has exerted an enormous influence on the evolution of twentieth-century philosophy, yet the real significance of that influence is still very much a matter of debate. This book provides a completely new and systematic account of Frege's philosophy by focusing on its cornerstone: the theory of sense and reference. Two features distinguish this study from other books on Frege. First, sense and reference are placed absolutely at the core of Frege's work; the author shows that no adequate account (...) of the theory can avoid analysing the notion of thought that underpins it, or explaining how it has clarified our concept of judgement. Second, the theory is situated within the development of Frege's thought; the author reveals how the theory caused Frege to alter many of his fundamental views. In doing so the author presents a clearer picture of the problems the theory was intended to solve, and delineates more sharply the characteristic features of Frege's philosophy. (shrink)

Zhu Xi’s 朱熹 interpretations systematized the Five Classics; moreover, he elevated the “Four Books” to such a supra-canonical status that these texts along with his commentaries became the core curriculum for civil service examinations from the early 13th century to the 20th century. Inquiring into what was the essential and unique Song 宋 character of Classical scholarship, we will highlight the canonical Ritual Classics because these texts were crucial for centuries, especially during the Han 漢 through Tang 唐 dynasties. We (...) show how Zhu updated ritual practices by focusing on the Yili 儀禮 as the crucial Classic for guidelines on etiquette, and also rebalanced the relation between rituals and moral “principles.” We will explore how Zhu’s systematization of moral principles and ritual did not fully resolve tensions from his major 11th-century philosophical predecessors regarding principles and ritual, as well as the Four Books and the Five Classics. Even if Dai Zhen’s 戴震 criticism of Zhu was somewhat misplaced or overstated, tensions within Zhu’s views provide us a basis for understanding Dai’s attacks and ambivalence among Qing 清 and 20th-century scholars toward Zhu Xi’s philosophy. (shrink)

Traditional logic as a part of philosophy is one of the oldest scientific disciplines. Mathematical logic, however, is a relatively young discipline and arose from the endeavors of Peano, Frege, Russell and others to create a logistic foundation for mathematics. It steadily developed during the 20th century into a broad discipline with several sub-areas and numerous applications in mathematics, informatics, linguistics and philosophy. While there are already several well-known textbooks on mathematical logic, this book is unique in that it is (...) much more concise than most others, and the material is treated in a streamlined fashion which allows the professor to cover many important topics in a one semester course. Although the book is intended for use as a graduate text, the first three chapters could be understood by undergraduates interested in mathematical logic. These initial chapters cover just the material for an introductory course on mathematical logic combined with the necessary material from set theory. This material is of a descriptive nature, providing a view towards decision problems, automated theorem proving, non-standard models and other subjects. The remaining chapters contain material on logic programming for computer scientists, model theory, recursion theory, Godel’s Incompleteness Theorems, and applications of mathematical logic. Philosophical and foundational problems of mathematics are discussed throughout the text. The author has provided exercises for each chapter, as well as hints to selected exercises. About the German edition: …The book can be useful to the student and lecturer who prepares a mathematical logic course at the university. What a pity that the book is not written in a universal scientific language which mankind has not yet created. - A.Nabebin, Zentralblatt. (shrink)