In this paper we introduce a paradigm of experiment which, we believe, is of interest both in psychology and philosophy. There the subject wears an HMD (head-mount display), and a camera is set up at the upper corner of the room, in which the subject is. As a result, the subject observes his own body through the HMD. We will mainly focus on the philosophical relevance of this experiment, especially to the thesis of so-called 'immunity to error through misidentification relative (...) to the first-person pronoun'. We will argue that one experiment conducted in this setting, which we call the bodily illusion experiment, provides a counterexample to that thesis. (shrink)
This study examined how different components of working memory are involved in the acquisition of egocentric and allocentric survey knowledge by people with a good and poor sense of direction (SOD). We employed a dual-task method and asked participants to learn routes from videos with verbal, visual, and spatial interference tasks and without any interference. Results showed that people with a good SOD encoded and integrated knowledge about landmarks and routes into egocentric survey knowledge in verbal and spatial working memory, (...) which is then transformed into allocentric survey knowledge with the support of all three components, distances being processed in verbal and spatial working memory and directions in visual and spatial working memory. In contrast, people with a poor SOD relied on verbal working memory and lacked spatial processing, thus failing to acquire accurate survey knowledge. Based on the results, a possible model for explaining individual differences in spatial knowledge acquisition is proposed. (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)
Modern technology has radically altered the conditions for human action, endowing us with tremendous power to affect the future. Patterns of action that appear positive in their short-term effects must sometimes be judged unsustainable. Hans Jonas and Thomas Berry are among those who emphasize the necessity of transforming ethics in light of these considerations. In a Whiteheadian framework, this needed transformation is rooted in the nature of things.
We define a new theory of concatenation WTC which is much weaker than Grzegorczyk's well-known theory TC. We prove that WTC is mutually interpretable with the weak theory of arithmetic R. The latter is, in a technical sense, much weaker than Robinson's arithmetic Q, but still essentially undecidable. Hence, as a corollary, WTC is also essentially undecidable.
The aim of this paper is to examine the role of imagination in environmental ethics and introduce an imaginative dimension as an essential part of environmental ethics. Imagination constitutes a basic condition for ethical thinking and action. Matters of environmental ethics have revealed the indispensable role of imagination in ethics. I’ll advance an imagination-based environmental ethics by developing Hans Jonas’ ethical thought. From his viewpoint, various effects of our action on nature and future generations, generally out of our sight, have (...) become an ethical concern. This necessitates the exercise of imagination because we must “imagine” those distant effects to act in an environmentally responsible way. Jonas’ “heuristics of fear” is an imaginative approach necessary for responsible action. Further, I reinterpret the role of imagination as motivating our “will to know.” In conclusion, I suggest the importance of environmental education as cultivating ecological imagination from the standpoint of environmental ethics. (shrink)
