The article deals with the development of the philosophy of France Veber, the pupil of Meinong and a main Slovene philosopher. One of the most important threads of Veber’s philosophy is the consideration of knowledge and factuality, which may be seen as a driving force of its development. Veber’s philosophical development is usually divided into three phases: the object theory phase, the phase when he created his philosophy of a person (...) as a creature at the crossing of the natural and the spiritual world, who as an active, not merely passive subject possesses her own causal powers, and the third phase, when he supplemented his earlier philosophy with the theory of a special side of our experience which he called hitting-upon-reality. It is a direct experience of reality, a special kind of intentionality, which is however fundamentally different from presentational intentionality, which alone is taken into account by object theory or phenomenology. The questions of knowledge and factuality are closely connected in Veber’s philosophy since, pace Veber, knowledge is a kind of, we may say, justified experience the object of which is a factual entity. Hence, if we want to understand what knowledge is, we must face the challenge of comprehending factuality. There are five stages to be noted in the development of his epistemology. The first two belong to his object theory phase, the third to his person phase, the fourth is characterised by his distinguishing and exploring truth and validity with regard to the thought about God, and the basis of the fifth phase lies in his theory of hitting-upon-reality. In Introduction to Philosophy and The System of Philosophy, that is in the year 1921, Veber believed that factuality was a property of the object, which we do present, but we do not present the factuality of this factuality. In 1923, in The Problems of Contemporary Philosophy and in the work Science and Religion, he already rejected such a view. There is something that makes things factual, but that is a complete unknown X. Therefore we cannot even say what kind of an entity this factuality is. Some people would probably demand the following formulation: if X is an ultimate mystery, we should not claim even that it is an entity. In The Problems of Presentation Production Veber claimed that factuality is not a property since this would lead to a regressum ad infinitum. Philosophy related internally correct experience to personal will. In T he Book about God he developed the thesis that factuality depends on the act of God. In The Question of Reality he importantly modified, developed and enriched the thesis that we do not present reality with his theory of immediate experience of factuality. (shrink)

The paper presents a description of the foundations of Ludvik Barteljs philosophy. Bartelj, born in 1913, lives and writes philosophy and theology in Slovenia. He is a close follower of his teachers, France Weber/Veber, Gegenstandsphilosophie [object-philosophy= OP]. He develops OP in some respects and also in some areas missing in Veber but even these innovations take as their point of departure Veberian Gegenstandsphilosophie. For Bartelj OP theory is the fundamental philosophic discipline and, finally, will (...) embrace all real objects. OP itself is grounded in the knowledge that objects receive their contents from Primeval Reality [Urwirklichkeit; Prastvarnost], i.e. from God. Bartelj also exploits the scholastic tradition and he intends to complement one of the two positions by means of the other. He divides the faculty of cognition into four species: Sense perception, profound understanding [Tiefenverstand; globinski razum], peripheral understanding, and feelings. Profound and peripheral understanding are intertwined indissolubly: Whereas profound understanding approaches objects in a non-conceptual way, peripheral understanding has the task to determine conceptually profound understandings cognition(s). By means of profound understanding the subject of cognition as well as its experiences are epistemically grasped. God, too, is the object of profound understanding, and knowledge of God directly emerges from the real empirical world. Profound understanding discovers that such realities are, according to their very nature, dependent on something else, i.e. their content(s) come(s) from a being independent by nature, which Bartelj calls Primeval Reality [Prastvarnost] or God. (shrink)

The paper presents a description of the foundations of Ludvik Bartelj's philosophy. Bartelj, born in 1913, lives and writes philosophy and theology in Slovenia. He is a close follower of his teacher's, France Weber/Veber, "Gegenstandsphilosophie" ["object-philosophy" = OP]. He develops OP in some respects and also in some areas missing in Veber but even these innovations take as their point of departure Veberian "Gegenstandsphilosophie." For Bartelj OP theory is the fundamental philosophic discipline and, finally, (...) will embrace all real "objects." OP itself is grounded in the knowledge that objects receive their contents from Primeval Reality [Urwirklichkeit; Prastvarnost], i.e. from God. Bartelj also exploits the scholastic tradition and he intends to complement one of the two positions by means of the other. He divides the faculty of cognition into four species: Sense perception, "profound understanding" [Tiefenverstand; globinski razum], "peripheral understanding," and feelings. Profound and peripheral understanding are intertwined indissolubly: Whereas profound understanding approaches objects in a non-conceptual way, peripheral understanding has the task to determine conceptually profound understanding's cognition. By means of profound understanding the subject of cognition as well as its experiences are epistemically grasped. God, too, is the object of profound understanding, and knowledge of God directly emerges from the real empirical world. Profound understanding discovers that such "realities" are, according to their very nature, dependent on something else, i.e. their content come from a being independent by nature, which Bartelj calls "Primeval Reality" [Prastvarnost] or "God". (shrink)

The paper presents a description of the foundations of Ludvik Bartelj’s philosophy. Bartelj, born in 1913, lives and writes philosophy and theology in Slovenia. He is a close follower of his teacher’s, France Weber/veber, ‘‘Gegenstandsphilosophie’’ [‘‘object-philosophy’’= OP]. He develops OP in some respects and also in some areas missing in Veber but even these innovations take as their point of departure Veberian ‘‘Gegenstandsphilosophie.’’ For Bartelj OP theory is the fundamental philosophic discipline and, finally, will (...) embrace all real ‘‘objects.’’ OP itself is grounded in the knowledge that objects receive their contents from Primeval Reality [Urwirklichkeit; Prastvarnost], i.e. from God. Bartelj also exploits the scholastic tradition and he intends to complement one of the two positions by means of the other. He divides the faculty of cognition into four species: Sense perception, ‘‘profound understanding’’ [Tiefenverstand; globinski razum], ‘‘peripheral understanding,’’ and feelings. Profound and peripheral understanding are intertwined indissolubly: Whereas profound understanding approaches objects in a non-conceptual way, peripheral understanding has the task to determine conceptually profound understanding’s cognition(s). By means of profound understanding the subject of cognition as well as its experiences are epistemically grasped. God, too, is the object of profound understanding, and knowledge of God directly emerges from the real empirical world. Profound understanding discovers that such ‘‘realities’’ are, according to their very nature, dependent on something else, i.e. their content(s) come(s) from a being independent by nature, which Bartelj calls ‘‘Primeval Reality’’ [Prastvarnost] or ‘‘God.’’. (shrink)

In Beyond Tragedy and Eternal Peace, Jean-François Drolet provides a synoptic interpretation of Nietzsche's reflections on politics and international relations in the context of the late nineteenth century. Revolving around questions concerning conflict and political violence, the study examines the symbiotic relationship between Nietzsche's critique of Western metaphysics and his analyses of the political processes, institutions and dominant ideologies shaping public life in Germany and Europe during the 1870s and 1880s. This includes the Franco-Prussian War and the unification of Germany (...) under Bismarck, the advent of mass democracy and the rise and transformation of European nationalism. In the German-speaking world, these developments were also central to the emergence of what would come to be known as "Geopolitik" (geopolitics)--a distinct set of intellectual and political initiatives driven by growing anxieties over the more permanent aspects of German political geography and the destabilizing consequences of techno-scientific innovations for world order. Drolet exposes and analyses Nietzsche's account of these developments against the backdrop of Nietzsche's engagement with Kantian thought and "European nihilism"--an all-consuming crisis of meaning triggered by the dissolution of the structuring ideals which had connected the exercise of power with purpose and determined questions of human co-existence under Christianity. Through this reconstructive exegesis, he shows that Nietzsche's philosophy channels a powerful and still greatly under-appreciated account of the changing political processes and agencies that culminated in the momentous collapse of the European society of states during the first half of the twentieth century. (shrink)

This book is a foundational text for our understanding of François Laruelle, one of France's leading thinkers, whose ideas have emerged as an important touchstone for contemporary theoretical discussions across multiple disciplines. One of Laruelle’s first systematic elaborations of his ethical and "non-philosophical" thought, this critical dialogue with some of the dominant voices of continental philosophy offers a rigorous science of individuals as minorities or as separated from the World, History, and Philosophy. Through novel theorizations of finitude (...) and determination in the last instance, Laruelle develops a thought "of the One" as a "minoritarian" paradigm that resists those paradigms that foreground difference as the conceptual matrix for understanding the status of the minority. The critique of the "unitary illusion" of philosophy developed here stands at the foundation of Laruelle’s approach to "uni-lateralizing" the power of philosophy and the universals with which it has always thought, and thereby acts as a basis for his subsequent investigations of victims, mysticism, and Gnosticism. This book will appeal to students and scholars of continental philosophy, philosophy of religion, ethics, aesthetics, and cultural theory. (shrink)

This new English translation of François Jullien's work is a compelling summation of his thinking on the comparison and divergences between Western and Chinese thought. Jullien argues that Western thinking is preoccupied with the question of 'being', whereas Chinese thought concerned itself principally with that of 'living'. Organised as a lexicon around some 20 concepts that juxtapose Chinese and Western thought, including propensity (vs causality), receptivity (vs freedom), maturation (vs modelisation),between (vs beyond) and resource (vs truth). Jullien explores the ways (...) the two traditions have evolved, and how many aspects of Chinese thought developed in isolation from the West, revealing a different way of relating to the world and the fault lines of western thinking. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The 2006 Meeting of the Society for Buddhist-Christian StudiesWashington, DC, November 17–18, 2006Frances S. Adeney, SecretaryThe theme of this year's meeting was "Religious Self-Fashioning and the Role of Community in Contemporary Buddhist and Christian Practice." The first session presented participants with three papers. The first compared Christian and Buddhist groups that fostered community and long-term commitment. A second paper developed the theme of community affiliation with a description of (...) the Buddhist practice of Hoza. And a third paper demonstrated how a dual practitioner could minister pastorally to both Buddhists and Christians. In the second session practical and philosophical foci met in the discussion of papers on individualized vs. Sangha Buddhism in the United States and co-origination and universal intersubjectivity in Buddhist and Christian philosophies. It was a rich feast indeed.Dr. Sandra Costen Kunz presented her paper "Christian and Buddhist Confession, Affiliation, and Countercultural Action" to start off the first session. In a study of Christian and Buddhist groups, she found interesting methodological parallels in the process that groups undertook to build commitment and community among followers of each tradition. Focused on specific congregations, her paper served to illustrate a trend toward community building that has broad implications for both Buddhist and Christian institutions in their work of fostering commitment and nurturing faith in participants.Dr. Gene Reeves continued along the same theme with a description of the Buddhist practice of Hoza in his particular Buddhist community in Japan. A weekly practice of meeting together to help one another demonstrates a deeper philosophical belief that all can become bodhisattvas for others. Within the hierarchical Buddhist institutional structure, the meetings around Hoza display an egalitarianism that empowers ordinary people to see the Buddha nature in others and to realize it in themselves. In addition to empowering individuals, that process of mutual aid also solidifies the group.According to both papers, individual practice of religion, be it Buddhist or [End Page 133] Christian, and a group process of social solidification work together to deepen faith and community.The third paper in this first session showed the results of that individual/ social dialectic in the life of Dr. Duane Bidwell, who presented his paper "Practicing the Religious Self: Buddhist-Christian Identity as Social Artifact." The main emphasis of this paper was that religion, as a socially constructed reality, depends on community even in its most individualistic forms. As Buddhism and Christianity develop their traditions, those socially constructed worlds can be penetrated by one who traverses between the two worlds. Two stories of pastoral care demonstrated his point. First, in a Buddhist setting, Bidwell, although perceived as a Christian, drew on his Buddhist practices to comfort the dying. In the second example, the situation was reversed. In a setting in which Christianity was the expected form, Bidwell drew on those resources to worship around the deathbed of a young man.In her response to those three papers, Dr. Sallie King brought a critical dimension into the discourse as she asked questions concerning authority and decision making in each context. "How is consensus decision making balanced with hierarchical power in the groups studied?" she asked Dr. Kunz. "Given the equalizing power of Hoza, why is Reeves's organization so hierarchical?" was her question to Dr. Reeves. "And how," she asked, "did choice enter into Bidwell's religious identity?" Responses to those queries led to an interesting discussion that provided food for thought for participants in this meeting.The second session opened with Dr. Kenneth Tanaka's study "The Individual in Relation to the Sangha in American Buddhism: An Examination of 'Individualized Religion.' " Dr. Tanaka spoke to both communal and individualized dimensions of American Buddhism by analyzing a sangha in Alameda County, California, and contrasted it with the Buddhist practices of converts who did not participate in a sangha. He showed that identity for sangha members in Alameda was primarily related to selective joining of group activities by members. In the case of converts, his research showed that their Buddhist identity was most strongly related to meditative practices. A high level of commitment to those practices, with a goal of spiritual development, marked the converts who were... (shrink)

This edited text recaptures many of Joe L. Kincheloe's national and international influences. An advocate and a scholar in the social, historical, and philosophical foundations of education, he dedicated his professional life to his vision of critical pedagogy. The authors in this volume found mentorship, as well as kinship, in Joe and express the many ways in which he and his work made profound differences in their work and lives. Joe's research always pushed the limits of what critically reflective and (...) informed teaching entailed, never diluting the import of comprehending the complexity of sociopolitical, cultural, economic, and educational discourses and practices. Dedicated to a praxis of social and political activism rooted in students' development as citizens and workers, the labor of teachers as action researchers, cultural workers, and social mediators is always at the heart of all he achieved. We who were so influenced directly and indirectly by him knew his genius and relished the generosity with which he shared his ideas, advice, encouragement, and art. The world is better because of Joe L. Kincheloe scholarship-inextricably related to "critical" critical thinking and enactment of education that tenaciously interrupts complacency, mediocrity, always responding thoughtfully to particular educational contexts. (shrink)

As software developers design artificial agents , they often have to wrestle with complex issues, issues that have philosophical and ethical importance. This paper addresses two key questions at the intersection of philosophy and technology: What is deception? And when is it permissible for the developer of a computer artifact to be deceptive in the artifact’s development? While exploring these questions from the perspective of a software developer, we examine the relationship of deception and trust. Are developers using (...) deception to gain our trust? Is trust generated through technological “enchantment” warranted? Next, we investigate more complex questions of how deception that involves AAs differs from deception that only involves humans. Finally, we analyze the role and responsibility of developers in trust situations that involve both humans and AAs. (shrink)

This essay extends the recent trend toward greater emphasis on writing-related pedagogical practices in introductory philosophy courses to upper-division courses, providing a holistic model for course design that centers on certain techniques and practices that have been developed in the context of the new wave of multidisciplinary writing programs in the United States. I argue that instructors can more effectively teach philosophy and encourage philosophical thinking by incorporating the methods of writing instruction into their courses in systematic ways (...) and offer practical guidance on how to do so. (shrink)

This essay extends the recent trend toward greater emphasis on writing-related pedagogical practices in introductory philosophy courses to upper-division courses, providing a holistic model for course design that centers on certain techniques and practices that have been developed in the context of the new wave of multidisciplinary writing programs in the United States. I argue that instructors can more effectively teach philosophy and encourage philosophical thinking by incorporating the methods of writing instruction into their courses in systematic ways (...) and offer practical guidance on how to do so. (shrink)

This volume continues the examination of issues of life and death which F.M. Kamm began in Morality, Mortality, Volume I. Kamm continues her development of a non-consequentialist ethical theory and its application to practical ethical problems. She looks at the distinction between killing and letting die, and between intending and foreseeing, and also at the concepts of rights, prerogatives, and supererogation. She shows that a sophisticated non-consequentialist theory can be modelled which copes convincingly with practical ethical issues, and throws (...) considerable light on some of the key distinctions and concepts of ethical discourse. (shrink)

In this paper, we study the manifestations of what we call “dialogical critical thinking” in elementary school pupils when they are engaged in philosophical exchanges among peers: What are thecharacteristics of dialogical critical thinking? How does it develop in youngsters? Our research was conducted during an entire school year, with eight groups of pupils from three different cultural contexts: Australia, Mexico and Quebec. Our findings were constructed in an inductive manner, inspired by qualitative analysis as defined by Glaser and Strauss (...) (1967). From our analysis, a grid was developed, illustrating the process by which dialogical critical thinking developed among the pupils involved in our research. This process is manifested via four modes of thinking (logical, creative, responsible and meta-cognitive), which become increasingly complex according to three epistemological perspectives (egocentricity, relativism and inter-subjectivity oriented toward meaning). (shrink)

Matthew Lipman is an American philosopher who conceived, in the 1970s, a method to help children think in an autonomous, critical and reasonable way. This method is a global approach which aims to develop the personal as well as the intellectual, the moral and the social aspects of the person; it is an educative project in the broad sense of the term. This holistic project takes the form of a program of philosophy for students from five to fifteen years (...) old. The philosophical content is adapted to the children's interests and needs and is presented in the form of novels which relate semantic, logic, esthetic and ethic experiences of daily life. (shrink)

Already translated into six languages, Francois Jullien's In Praise of Blandness hasbecome a classic. Appearing for the first time in English, this groundbreaking work of philosophy,anthropology, aesthetics, and sinology is certain to stir readers to think and experience what mayat first seem impossible: the richness of a bland sound, a bland meaning, a bland painting, a blandpoem. In presenting the value of blandness through as many concrete examples and original texts aspossible, Jullien allows the undifferentiated foundation of all things (...) -- blandness itself -- toappear. After completing this book, readers will reevaluate those familiar Western lines of thoughtwhere blandness is associated with a lack -- the undesirable absence of particular, definingqualities.Jullien traces the elusive appearance and crucial value of blandness from its beginningsin the Daoist and Confucian traditions to its integration into literary and visual aesthetics in thelate-medieval period and beyond. Gradually developing into a positive quality in Chinese aestheticand ethical traditions, the bland comprises the harmonious and unnameable union of all potentialvalues, embodying a reality whose very essence is change and providing an infinite opening into thebreadth of human expression and taste.More than just a cultural history, In Praise of Blandnessinvites those both familiar and unfamiliar with Chinese culture to explore the resonances of thebland in literary, philosophical, and religious texts and to witness how all currents of Chinesethought -- Confucianism, Daoism, Buddhism -- converge in harmonious accord. (shrink)

One of the fundamental objectives of Philosophy for Children is the cognitive development of elementary and secondary school pupils. In this text, we examine to what extent the age of the children and the number of years of praxis in P4C influence the development of their critical thinking. To do so we used, as an analysis grid, the model of the developmental process of dialogical critical thinking that emerged from the analysis of transcripts of exchanges among pupils (...) aged 4 to 12 years . The content analyzed was the “philosophical” exchanges among pupils. Participants were 13 groups of pupils from preschool to the end of elementary school. These groups originated from two schools, one in Quebec and one in Ontario. At the time the data were collected, the Quebec school groups had one year of P4C praxis, whereas the Ontario school groups had two years of praxis. Results indicate that children’s age and number of years of philosophical praxis are among the factors that influence the developmental process of critical thinking. (shrink)

This book argues that the science of reasoning will prove most useful if focused on studying what human reasoning does best - understanding people. Bonnefon argues that humanity's unique reasoning abilities developed in order to handle the complexities of cooperative social life. Accordingly, human beings became exquisite students of the minds of other people to predict the kind of decisions they make, and assess their character. In particular, this volume explores the inferences humans make about the moral character of others, (...) how they delude themselves about their own moral character, and the ways in which they can see through the delusions of others. In conclusion, the book considers how to leverage the power of human reasoning in order to sustain democratic life. This work will interest scholars and students working in fields including theory of mind, decision-making, moral cognition, critical thinking, experimental philosophy, and behavioural economics, as well as policy makers interested in how reasoning impacts our political understanding. (shrink)

The authors discuss some of the conceptual issues that must be considered in using and understanding psychiatric classification. DSM-IV is a practical and common sense nosology of psychiatric disorders that is intended to improve communication in clinical practice and in research studies. DSM-IV has no philosophic pretensions but does raise many philosphical questions. This paper describes the development of DSM-IV and the way in which it addresses a number of philosophic issues: nominalism vs. realism, epistemology in science, the mind/body (...) dichotomy, the definition of mental disorders, and dimensional vs. categorical classification. (shrink)

This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils' discussions, the development of dialogical critical thinking processes. The research was conducted during an entire school year. The research method was based on the Grounded Theory approach; the material used consisted of transcripts of verbal exchanges (...) among the pupils. Analysis of the transcripts revealed that: critical thinking appears to the extent that a 'dia-logue' is established among pupils; on the cognitive level, dialogical critical thinking is comprised of four thinking modes: logical, creative, responsible and meta-cognitive; and on the epistemological level, dialogical critical thinking is only manifested in a context where egocentricity of perspective and relativism of beliefs are transcended. (shrink)

It has recently been argued that the success of the connectionist program in cognitive science would threaten folk psychology. I articulate and defend a "minimalist" construal of folk psychology that comports well with empirical evidence on the folk understanding of belief and is compatible with even the most radical developments in cognitive science.

This book brings C.G. Jung into conversation with the French philosopher Emmanuel Levinas, taking a radical view of post-modernist theory which, the author argues, is relentlessly introverted. Frances Gray presents completely new research which extends analytical psychology into the world of dispute resolution in mediation within a deeply philosophical framework. Arguing that mediation is a therapeutics that entails a psycho-social archaeology which, in turn, requires recognition of the foundational roles of sex/gender, time and narrative in inter-subjective relationships, this book develops (...) Jung’s approach to projection as an ethical process that assumes the presence of a sex/gendered Other. Chapters explore the possibility of a psycho-social archaeology through development of the argument that a radical turn to the fundamentals of our own consciousnesses can open up a landscape on which we begin to fashion the moral courage necessary for the practice of alternative dispute resolution in mediation. This book highlights Jung’s contention that withdrawal of projection is a fundamentally moral endeavour and that although Levinas’ face of the Other can be seen as a way of acknowledging the Otherness of the Other, there are limits to its application in Jungian thinking. This book maintains that the face of the Other is critical to any moral encounter and, above all, brings us to the transformational possibilities of the process of dispute resolution in mediation. Jung and Levinas will appeal to researchers, students and practitioners of analytical psychology, dispute resolution, applied ethics, conflict studies and transformation. (shrink)

The doctrine of inerrant divine “middle knowledge” of future contingent events, first developed by the sixteenth century Jesuit theologian Luis de Molina, has resurfaced as a prominent position within contemporary debates over divine foreknowledge, creaturely freedom, and the ontological status of possibilities. As yet, the only substantive response to the new Molinism from a process perspective has come in a brief section on “Hartshorne and the Challenge of Molinism,” in an essay on Hartshorne’s view of “The Logic of Future Contingents” (...) by George W. Shields and Donald W. Viney, in Shields’ edited anthology Process and Analysis.Shields and Viney offer an insightful critique of Molinism. However, their use of Hartshorne’s understanding of possibility presents problems for those, like me, who prefer Whitehead’s more robustly realist notion of eternal objects. Here, I defend Whitehead’s Platonism from the main lines of criticism leveled against itby Hartshorne, while demonstrating that a “thick” conception of the objective content of the possible within the context of the divine understanding need not crossover into a deterministic conception of God’s foreknowledge, à la Molina. (shrink)

Ongoing developments in evolutionary and systems biology highlight the deficiencies of reductionistic and mechanistic explanations of the "organic" world. Whitehead's ontology provides the basis for a unified theory of social organization that connects the emergence of primitive life to the development and diversification of human societies along a continuum of creative ontogeneration. The metaphysical characteristic of "creativity" is precisely the manifestation of the ontogenerative relationship between possibility and actuality. Actualization is change. While all actualization necessarily exhibits some degree of (...) continuity with the past, it is driven by the inertiac availability of specific relevant forms of possibility, through which it has access to an array of "novel" forms for actualization. This relation to novelty explains everything from the emergence ofprokaryotes on earth 3.6 billion years ago to the possibility of ideological resistance in human societies today. (shrink)

The most accessible expression of François Laruelles non-philosophical, or non-standard, thought, _General Theory of Victims_ forges a new role for contemporary philosophers and intellectuals by rethinking their relation to victims. A key text in recent continental philosophy, it is indispensable for anyone interested in the debates surrounding materialism, philosophy of religion, and ethics. Transforming Joseph de Maistres adage that the executioner is the cornerstone of society, _General Theory of Victims_ instead proposes the victim as the cornerstone of humanity (...) and the key figure for contemporary thought. Laruelle condemns philosophy for participating in and legitimating the great persecutions of the twentieth century, and lays out a new vision of victim-oriented ethics. To do this, he engages the resources of both quantum physics and theology in order to adapt a key concept of non-philosophy, Man-in-person, for a new understanding of the victim. As Man-in-person, the victim is no longer exclusively defined by suffering, but has the capacity to rise up against the worlds persecution. Based on this, Laruelle develops a new ethical role for the intellectual in which he does not merely represent the victim, but imitates or clones it, thereby assisting the victims uprising within thought. (shrink)

Increased global attention to early childhood education and care in the past two decades has intensified attention on the education of infants and assessment of their learning in education policy. This interest is particularly evident in the focus upon infants in the early childhood curriculum frameworks developed in recent years in many countries. To date, there has been little examination of implications of this policy/curriculum emphasis in relation to its possible implications for how infants are understood. In this article, using (...) Levinas’ notion of ethical encounter, we present a critical reading of curriculum for infants. Drawing on his ideas of the ‘Other’, ‘responsibility’ and ‘unknowability’ we argue that the rapidly growing corpus of knowledge about infants and their inclusion in education policy and curricula texts, has the potential to narrowly define educators’ responsibilities and prescribe pedagogies in ways that may have unintended consequences. Using the Australian National Quality Framework (NQF) and its associated Early Years Learning Framework as examples, this article highlights the tensions inherent in a system that aims to provide equity, consistency and certainty, premised on a particular ‘knowing’ of the infant. We draw on Levinas’ ideas about ‘said’ and ‘saying’ to propose ways of working with policy and curricula texts that recognise that they can offer only partial understandings of the possibilities for infants’ learning. (shrink)

For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy.

In face of the multiple controversies surrounding the DSM process in general and the development of DSM-5 in particular, we have organized a discussion around what we consider six essential questions in further work on the DSM. The six questions involve: 1) the nature of a mental disorder; 2) the definition of mental disorder; 3) the issue of whether, in the current state of psychiatric science, DSM-5 should assume a cautious, conservative posture or an assertive, transformative posture; 4) the (...) role of pragmatic considerations in the construction of DSM-5; 5) the issue of utility of the DSM - whether DSM-III and IV have been designed more for clinicians or researchers, and how this conflict should be dealt with in the new manual; and 6) the possibility and advisability, given all the problems with DSM-III and IV, of designing a different diagnostic system. Part I of this article took up the first two questions. Part II will take up the second two questions. Question 3 deals with the question as to whether DSM-V should assume a conservative or assertive posture in making changes from DSM-IV. That question in turn breaks down into discussion of diagnoses that depend on, and aim toward, empirical, scientific validation, and diagnoses that are more value-laden and less amenable to scientific validation. Question 4 takes up the role of pragmatic consideration in a psychiatric nosology, whether the purely empirical considerations need to be tempered by considerations of practical consequence. As in Part 1 of this article, the general introduction, as well as the introductions and conclusions for the specific questions, are written by James Phillips, and the responses to commentaries are written by Allen Frances. (shrink)

In face of the multiple controversies surrounding the DSM process in general and the development of DSM-5 in particular, we have organized a discussion around what we consider six essential questions in further work on the DSM. The six questions involve: 1) the nature of a mental disorder; 2) the definition of mental disorder; 3) the issue of whether, in the current state of psychiatric science, DSM-5 should assume a cautious, conservative posture or an assertive, transformative posture; 4) the (...) role of pragmatic considerations in the construction of DSM-5; 5) the issue of utility of the DSM - whether DSM-III and IV have been designed more for clinicians or researchers, and how this conflict should be dealt with in the new manual; and 6) the possibility and advisability, given all the problems with DSM-III and IV, of designing a different diagnostic system. Part I of this article will take up the first two questions. With the first question, invited commentators express a range of opinion regarding the nature of psychiatric disorders, loosely divided into a realist position that the diagnostic categories represent real diseases that we can accurately name and know with our perceptual abilities, a middle, nominalist position that psychiatric disorders do exist in the real world but that our diagnostic categories are constructs that may or may not accurately represent the disorders out there, and finally a purely constructivist position that the diagnostic categories are simply constructs with no evidence of psychiatric disorders in the real world. The second question again offers a range of opinion as to how we should define a mental or psychiatric disorder, including the possibility that we should not try to formulate a definition. The general introduction, as well as the introductions and conclusions for the specific questions, are written by James Phillips, and the responses to commentaries are written by Allen Frances. (shrink)

“Naturalistic” semantic theories attempt to specify, in nonintentional and nonsemantic terms, a sufficient condition for a mental representation’s having a particular meaning. Such theories have trouble accounting for the possibility of representational error. In his latest book, Robert Cummins traces the problem to the fact that the theories currently on offer identify the meaning of a representation with certain features of its use. Only a theory that takes meaning to be an intrinsic feature of a representation, Cummins argues, can both (...) accommodate representational error and play a genuinely explanatory role in an account of rational capacities. In the second half of the book he develops and defends a proposal that he calls the “picture theory of representation.”. (shrink)

In this paper we address the question of when a researcher is justified in describing his or her artificial agent as demonstrating ethical decision-making. The paper is motivated by the amount of research being done that attempts to imbue artificial agents with expertise in ethical decision-making. It seems clear that computing systems make decisions, in that they make choices between different options; and there is scholarship in philosophy that addresses the distinction between ethical decision-making and general decision-making. Essentially, the (...) qualitative difference between ethical decisions and general decisions is that ethical decisions must be part of the process of developing ethical expertise within an agent. We use this distinction in examining publicity surrounding a particular experiment in which a simulated robot attempted to safeguard simulated humans from falling into a hole. We conclude that any suggestions that this simulated robot was making ethical decisions were misleading. (shrink)

In face of the multiple controversies surrounding the DSM process in general and the development of DSM-5 in particular, we have organized a discussion around what we consider six essential questions in further work on the DSM. The six questions involve: 1) the nature of a mental disorder; 2) the definition of mental disorder; 3) the issue of whether, in the current state of psychiatric science, DSM-5 should assume a cautious, conservative posture or an assertive, transformative posture; 4) the (...) role of pragmatic considerations in the construction of DSM-5; 5) the issue of utility of the DSM – whether DSM-III and IV have been designed more for clinicians or researchers, and how this conflict should be dealt with in the new manual; and 6) the possibility and advisability, given all the problems with DSM-III and IV, of designing a different diagnostic system. Part 1 of this article took up the first two questions. Part 2 took up the second two questions. Part 3 now deals with Questions 5 & 6. Question 5 confronts the issue of utility, whether the manual design of DSM-III and IV favors clinicians or researchers, and what that means for DSM-5. Our final question, Question 6, takes up a concluding issue, whether the acknowledged problems with the earlier DSMs warrants a significant overhaul of DSM-5 and future manuals. As in Parts 1 & 2 of this article, the general introduction, as well as the introductions and conclusions for the specific questions, are written by James Phillips, and the responses to commentaries are written by Allen Frances. (shrink)

Since the Fall of 1993, at the Centre Interdisciplinaire de Recherche sur l'Apprentissage et le D/span>veloppement en /span>ducation of the Universit/span> du Qu/span>bec /span> Montr/span>al, two mathematicians and one philosopher have collaborated to design and develop a research project involving philosophy, mathematics and sciences. Previous observations in the classroom had led the researchers to realize that, within the school curriculum, children like some subject matters and dislike others. Most of them usually succeed in arts, physical education and language arts, (...) but many have difficulties in succeeding in mathematics. Why? On the one hand, as Matthew Lipman advocates, the school curricula are not sufficiently "meaningful" for children. On the other hand, some studies in the field of mathematics suggest that there are myths and prejudices about mathematics in primary schools and that the school system is partly responsible for this. Indeed, the school system does not invite children to express emotions in class about mathematics nor does it favor creativity. It does not allow dialogue among peers about mathematical concepts and problems, nor the construction of mathematical knowledge by the students themselves. (shrink)

Doctoral programs at U.S. universities play a critical role in the development of human resources both in the United States and abroad. This volume reports the results of an extensive study of U.S. research-doctorate programs in five broad fields: physical sciences and mathematics, engineering, social and behavioral sciences, biological sciences, and the humanities. Research-Doctorate Programs in the United States documents changes that have taken place in the size, structure, and quality of doctoral education since the widely used 1982 editions. (...) This update provides selected information on nearly 4,000 doctoral programs in 41 subdisciplines at 274 doctorate-granting institutions. This volume also reports the results of the National Survey of Graduate Faculty, which polled a sample of faculty for their views on the scholarly quality of program faculty and the effectiveness of doctoral programs in preparing research scholars/scientists. This much-anticipated update of such an essential reference will be useful to education administrators, university faculty, and students seeking authoritative information on doctoral programs. (shrink)

According to a number of international organizations such as UNESCO, the development of critical thinking is fundamental in youth education. In general, critical thinking is recognized as thinking that doubts and evaluates principles and facts. We define it as essentially dialogical, in other words constructive and responsible. And we maintain that its development is essential to help youngsters make enlightened decisions and adequately face up to the challenges of everyday living. Our recent analyses of exchanges among pupils who (...) benefited from philosophical praxis showed that dialogical critical thinking comprises four thinking modes and six epistemological perspectives that range from the simplest increasing in complexity to the most complex . Relativism merits special focus in that a majority of the pupils’ interventions that we analyzed are situated within this perspective, and in that relativism is charged with both positive and negative meanings. In its positive meaning, it is associated with reflection, plurality and open-mindedness, but in its negative sense, relativism refers to arbitrary decisions, to indifference and the status quo. This is why we maintain that relativism must be transcended. In this respect, we suggest two series of open-ended questions that are designed to provoke a disequilibrium in pupils’ certainties and, by so doing, stimulate their reflection towards inter-subjectivity. These questions are associated with the diversification of thinking modes and the increasing complexity of these modes. (shrink)

The author meditates on Far Eastern thought and philosophy to analyze concepts that can be folded into a complete philosophy of living, including the idea of the moment, the ambiguity of the in-between, and what he calls the "transparency of morning.".

This book provides an introduction to postphenomenology, an emerging school of thought in the philosophy of technology and science and technology studies, which addresses the relationships users develop with the devices they use.

The quality of doctoral-level biochemistry (N=139), botany (N=83), cellular/molecular biology (N=89), microbiology (N=134), physiology (N=101), and zoology (N=70) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: (1) program size; (2) characteristics of graduates; (3) reputational factors (scholarly quality of faculty, effectiveness of programs in educating research scholars/scientists, improvement in program quality during the last 5 years); (4) university library size; (5) research support; and (6) publication records. Chapter I discusses prior attempts (...) to assess quality in graduate education, development of the study plans, and the selection of disciplines and programs to be evaluated. Chapter II discusses the methodology used, focusing on each of the assessment measures. Chapters III to VIII present, respectively, findings from the analyses of the biochemistry, botany, cellular/molecular biology, microbiology, physiology, and zoology programs. Chapter IX includes a summary of results, correlations among measures, several additional analyses, and suggestions for future studies. Among the findings reported are those indicating that cellular/molecular biology programs had, on the average, the largest number of faculty and that students in cellular/molecular biology, biology, biochemistry, microbiology, and physiology received a relatively high fraction of financial support. (Survey instruments and supporting documentation are included in appendices.) (JN). (shrink)

The quality of doctoral-level chemistry (N=145), computer science (N=58), geoscience (N=91), mathematics (N=115), physics (N=123), and statistics/biostatistics (N=64) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: program size; characteristics of graduates; reputational factors (scholarly quality of faculty, effectiveness of programs in educating research scholars/scientists, improvement in program quality during the last 5 years); university library size; research support; and publication records. Chapter I discusses prior attempts to assess quality in graduate education, (...) development of the study plans, and the selection of disciplines and programs to be evaluated. Chapter II discusses the methodology used, focusing on each of the assessment measures. Chapters III to VIII present, respectively, findings from the analyses of the chemistry, computer science, geoscience, mathematics, physics, and statistics/biostatistics programs. Chapter IX includes a summary of results, correlations among measures, several additional analyses, and suggestions for future studies. Among the findings reported are those indicating that mathematics programs had, on the average, the largest number of faculty (N=33) in December 1980 followed closely by physics (N=28) and chemistry (N=23), and that 80 percent of computer science students had job commitments by graduation. (Survey instruments and supporting documentation are included in appendices.) (JN). (shrink)

Recent scholarship holds that unfulfilled definite descriptions do not play a role in motivating Russell’s theory of descriptions. In this paper, I make use of Gustav Bergmann’s ideal language method to develop an interpretation that restores the puzzle raised by ‘the King of France’ to the central place it once occupied in discussions of the theory of descriptions. In restoring ‘the King of France’, I show that Russell’s discussion of the problem it raises provides a decisive argument against Fregean senses, (...) a claim that also runs counter to most recent work on the theory of descriptions. (shrink)

Veber's theory of value is based on his general classification of mental phenomena. Value-experiences constitute a special variety of emotional experiences: they have a pseudo-cognitive role; that is, they "perceive" values just as ordinary presentations perceive things and their properties. Veber also makes several distinctions between different types of value-perceiving emotions. Finally he discusses the kinds of objective correlates that these experiences have and thereby distinguishes between three types of value: thing-value, person-value and hagiological value. He may be (...) criticised for inconsistency, because he starts f r om the descriptive standpoint but ends up by legislating on how we ought to value persons. (shrink)

Veber's theory of value is based on his general classification of mental phenomena. Value-experiences constitute a special variety of emotional experiences: they have a pseudo-cognitive role; that is, they "perceive" values just as ordinary presentations perceive things and their properties. Veber also makes several distinctions between different types of value-perceiving emotions. Finally he discusses the kinds of objective correlates that these experiences have and thereby distinguishes between three types of value: thing-value, person-value and hagiological value. He may be (...) criticised for inconsistency, because he starts f r om the descriptive standpoint but ends up by legislating on how we ought to value persons. (shrink)

This study examines an important aspect of energy history and policy: the intertwinement of energy technologies with ideals. Ideals play an important role in energy visions and innovation pathways. Aspirations to realize technical, social, and political ideals indicate a long-term commitment in the design of energy systems, distinguishable from commitment to other abstract goals, such as values. This study offers an analytical scheme that could help to conceptualize these differences and their impact on energy policy. In the proposed model, two (...) spheres of interaction are highlighted: a material sphere in which values and technologies co-evolve, and an imaginary sphere in which ideals interact with idealized technologies. Furthermore, the relation between these two spheres can be understood in different ways. This study examines three cases that are illustrative of the different roles of ideals in the development of energy technologies and visions: (1) the evolution of safety in nuclear reactor design; (2) visions of atomic power in France; (3) the political idealization of a tidal power scheme in the Severn Estuary. Finally, the developed model implies more general insights for the development of sociotechnical systems. Amongst others, it shows why certain projects and technologies remain a political, but not a techno–economic option. (shrink)

François Jullien explores what it means when we say something is beautiful. Bringing together ideas of beauty from both Eastern and Western philosophy, Jullien challenges the assumptions underlying our commonly agreed upon definition of what is beautiful and offers a new way of beholding art. Looking specifically at how Chinese texts have been translated into Western languages, Jullien reveals how the traditional Chinese refusal to isolate or abstract beauty is obscured in translation in order to make the works more (...) understandable to Western readers. Creating an engaging dialogue between Chinese and Western ideas, Jullien reasseses the essence of beauty. (shrink)