In this paper I propose a reading of Plotinus Enneads VI.1-3 [41-43] On the genera of being which regards this treatise as a coherent whole in which Aristotle's Categories is explored in a way that turns it into a decisive contribution to Plotinus' Platonic ontology. In addition, I claim that Porphyry's Isagoge and commentaries on the Categories start by adopting Plotinus' point of view, including his notion of genus, and proceed by explaining its consequences for a more detailed reading of (...) the Categories. After Plotinus' integration of the Categories into the Platonic frame of thought Porphyry saw the possibilities of exploiting the Peripatetic tradition both as a means to support the Platonic interpretation of the Categories and as a source for solutions to traditional questions. His allegiance to a division of being into ten, and his emphasis on semantics rather than ontology can be explained from this orientation. In the light of our investigation the alleged disagreement between Plotinus and Porphyry on the Categories changes its appearance completely. There are differences, but these can be best explained as confirmation and extension of Plotinus' perspective on the Categories and its role in Platonism. (shrink)

The aim of the current study was to investigate important pathways of the Environmental Stress Hypothesis concerning the role of peer relations. First, we examined (1) the mediating role of peer problems in the association between the motor performance in daily activities and internalizing problems as a main pathway of the Environmental Stress Hypothesis. Furthermore, we explored the role of (2) children’s popularity as a mediator and (3) best friendship quality as a moderator path of the effect of motor performance (...) on both peer problems and internalizing problems. The non-clinical sample of the present study consisted of 189 children (48.6% females) aged nine to eleven years (Mage = 9.69, SDage = 0.46). Parents reported on their child’s motor performance in daily activities by completing the Developmental Coordination Disorder Questionnaire. In addition, the Strengths and Difficulties Questionnaire was used to assess peer problems as well as internalizing problems. The Self Description Questionnaire provided a measure of children’s self-reported popularity. Finally, the Friendship Quality Questionnaire was used to investigate children’s best friendship quality. Results of a structural equation model suggest that peer problems fully mediated the association between the motor performance in daily activities and both popularity and internalizing problems. However, no evidence for the mediating effect of popularity in the association between peer problems and internalizing problems was found. Further, best friendship quality had small but non-significant positive moderating effect on the relation between peer problems and internalizing problems. The mediating role of peer problems highlights the importance of peer relations in the motor performance of daily activities. Possible reasons for the lack of some of the expected mediating and moderating effects as well as practical implications are discussed. (shrink)

To translate is one thing; to say how we do it, is another. The practice is familiar enough, and there are familiar theories of it. But when we try to look more closely, theory tends to obscure rather than explain, and the familiar practice—an ancient practice, without which Western civilisation is unthinkable—appears to be just baffling, its very possibility a mystery.

This volume collects Late Ancient, Byzantine and Medieval appropriations of Aristotle's Posterior Analytics, addressing the logic of inquiry, concept formation, the question whether metaphysics is a science, and the theory of demonstration.

[Defense of irony: Heidegger and the „Rektoratsrede“].

This is the first full discussion of Philoponus' account of matter.

In this opinionated review, I draw attention to some of the contributions reinforcement learning can make to questions in the philosophy of mind. In particular, I highlight reinforcement learning's foundational emphasis on the role of reward in agent learning, and canvass two ways in which the framework may advance our understanding of perception and motivation.

I argue for the role of reinforcement learning in the philosophy of mind. To start, I make several assumptions about the nature of reinforcement learning and its instantiation in minds like ours. I then review some of the contributions of reinforcement learning methods have made across the so-called 'decision sciences.' Finally, I show how principles from reinforcement learning can shape philosophical debates regarding the nature of perception and characterisations of desire.

In this volume specialists of medieval music and philosophy put the medieval 'musica' into the context of ideas and institutions in which it existed. The significance of 'musica' cannot be understood from a modern point of view since 'music' does not match the medieval 'musica'.

What is a problem? What is problematic about any problem whatsoever, philosophical or otherwise? As the origin of assertion and apodeiction, the problematic suspends the categories of necessity and contingency, possibility and impossibility. And it is this suspension that is the essence of the problem, which is why it is so suspenseful. But then, how is the problem problematic? Only if what is suspended neither comes to presence, nor simply goes out into absence, that is, if the suspension continues, which (...) continues the problem. But what is problematic about suspension? As a consideration of language shows, the problem of suspension is the problem of implication. If being, for example, is merely implied, neither present nor absent, then it is the suspension of both, at least insofar as it is problematic. And this not only says something about language; rather, it has ontological implications as well — it speaks of being, and the being of anything whatsoever. For if being is implied, if that is the problem of being, it is because being is an implication. Then the being of things like problems is implied as well; or being is in things by implication. But what does it mean for being to be neither presence nor absence, but an implication? It means that being is implied in a way that is problematic — before it is necessary, or even possible. For being’s way of being is characterized by suspension — which has implications for thinking and speaking about being, and about things like problems, even about anything whatsoever. And this has implications for what being implies, namely, unity and time and aspect. (shrink)

The attribution of mental states (MS) to other species typically follows ascala naturaepattern. However, “simple” mental states, including emotions, sensing, and feelings are attributed to a wider range of animals as compared to the so-called “higher” cognitive abilities. We propose that such attributions are based on the perceptual quality (i.e.imageability) of mental representations related toMSconcepts. We hypothesized that the attribution of highly imaginableMSis more dependent on the familiarity of participants with animals when compared to the attribution ofMSlow in imageability. In (...) addition, we also assessed how animal agreeableness, familiarity with animals, and the type of human-animal interaction related to the judged similarity of animals to humans. Sixty-one participants (19 females, 42 males) with a rural (n = 20) and urban (n = 41) background rated twenty-six wild and domestic animals for their perceived similarity with humans and ability to experience a set ofMS: (1) Highly imageableMS: joy, anger, and fear, and (2)MSlow in imageability: capacity to plan and deceive. Results show that more agreeable and familiar animals were considered more human-like. Primates, followed by carnivores, suines, ungulates, and rodents were rated more human-like than xenarthrans, birds, arthropods, and reptiles. HigherMSratings were given to more similar animals and more so if theMSattributed were high in imageability. Familiarity with animals was only relevant for the attribution of theMShigh in imageability. (shrink)

While the turn to vulnerability in law responds to a recurrent critique by feminist scholars on the disembodiment of legal personhood, this article suggests that the mobilization of vulnerability in the criminal courts does not necessarily offer female drug mules a direct path to justice. Through an analysis of sentencing appeals of female drug mules in England and Wales, this article presents a feminist critique of the dispositif of the person and its relation to vulnerability. Discourses on drug mules’ vulnerability (...) mobilize the trope of the colonial victim in need of protection, which is often translated into legal mercy. But mercy is rather an expression of biopower which inscribes not only fragility onto the bodies of drug mules by figuring them as exemplar paradigms of colonial subjectivity, but also reinvigorates the dispositif of gender implicit in the legal person. In this set-up, it would appear as if law and politics totalize the registers of life, in this case the contours of vulnerable body. The article suggests we must revisit the image of the wounded body in order to carve out a space for resistance. Drawing on Elaine Scarry and Judith Butler, it suggests vulnerable bodies are marked by a semiotic openness, which renders them subject to appropriation but also able to signify the precarity produced by the law through their resistance to representation. (shrink)

Jaap Mansfeld and Frans de Haas bring together in this volume a distinguished international team of ancient philosophers, presenting a systematic, chapter-by-chapter study of one of the key texts in Aristotle's science and metaphysics: the first book of On Generation and Corruption. In GC I Aristotle provides a general outline of physical processes such as generation and corruption, alteration, and growth, and inquires into their differences. He also discusses physical notions such as contact, action and passion, and mixture. These (...) notions are fundamental to Aristotle's physics and cosmology, and more specifically to his theory of the four elements and their transformations. Moreover, references to GC elsewhere in the Aristotelian corpus show that in GC I Aristotle is doing heavy conceptual groundwork for more refined applications of these notions in, for example, the psychology of perception and thought, and the study of animal generation and corruption. Ultimately, biology is the goal of the series of enquiries in which GC I demands a position of its own immediately after the Physics. The contributors deal with questions of structure and text constitution and provide thought-provoking discussions of each chapter of GC I. New approaches to the issues of how to understand first matter, and how to evaluate Aristotle's notion of mixture are given ample space. Throughout, Aristotle's views of the theories of the Presocratics and Plato are shown to be crucial in understanding his argument. (shrink)

In this paper I explore the ways in which Alexander of Aphrodisias employs and develops so-called ‘common notions’ as reliable starting points of deductive arguments. He combines contemporary developments in the Stoic and Epicurean use of common notions with Aristotelian dialectic, and axioms. This more comprehensive concept of common notions can be extracted from Alexander’s commentary on Metaphysics A 1–2. Alexander puts Aristotle’s claim that ‘all human beings by nature desire to know’ in a larger deductive framework, and adds weight (...) to Aristotle’s use of the common understanding of the notion of ‘wisdom’. Finally I will indicate how these upgraded common notions are meant to play an important role in the general framework of metaphysics as a science. (shrink)

In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per (...) week for a number of weeks. The control group received the standard language arts curriculum in that one hour. The study found that the seventh grade students who had experienced the P4C program showed significant gains relative to those in the seventh grade control group at a high level of statistical significance, but the eighth grade students in the experimental group did not show such gains over the eighth grade control group. It was discovered that the seventh grade teachers started the program early in the school year and continued it for a period of 22 to 26 weeks, while the eighth grade teachers started much later and used the program for only 4 to 10 weeks. Our findings suggest that the P4C program must involve students in activities for a significant period of time before the program shows results, but that a meaningful impact on students’ cognitive abilities can be achieved in about 24 weeks of lessons, less than half the time evidenced by the study by Topping and Trickey. (shrink)

Verificationism has been a hallmark of logical empiricism. According to this principle, a sentence is insignificant in a certain sense if its truth value cannot be determined. Although logical empiricists strove for decades to develop an adequate principle of verification, they failed to resolve its problems. This led to a general abandonment of the verificationist project in the early 1960s. In the last 50 years, this view has received tremendously bad press. Today it is mostly regarded as an outdated historical (...) concept. Theories that have evolved since the abandonment of verificationism can, however, help overcome some of its key problems. More specifically, an adequate criterion of significance can be derived from a combination of modern theories of justification and belief revision, along with a formal semantics for counterfactuals. In view of these potential improvements, the abandonment of verificationism appears premature. Half a century following its decline, it might be about time to revisit this disreputable view. The author argues in favor of a weak form of verificationism. This approach could be referred to as minimal verificationism, as it involves a weakening of traditional verificationist principles in various respects while maintaining their core idea. (shrink)

ABSTRACT Economists not only failed to anticipate the financial crisis; they may have contributed to it—with risk and derivatives models that, through spurious precision and untested theoretical assumptions, encouraged policy makers and market participants to see more stability and risk sharing than was actually present. Moreover, once the crisis occurred, it was met with incomprehension by most economists because of models that, on the one hand, downplay the possibility that economic actors may exhibit highly interactive behavior; and, on the other, (...) assume that any homogeneity will involve economic actors sharing the economist’s own putatively correct model of the economy, so that error can stem only from an exogenous shock. The financial crisis presents both an ethical and an intellectual challenge to economics, and an opportunity to reform its study by grounding it more solidly in reality. (shrink)

What is time? Neither the numbering of the motion of things nor their schema, but their way of being. In language, time shows itself as tense. But every verb has both tense and aspect. So what is aspect? Irreducible to tense, it is the way in which anything is at any time whatsoever. Thus the way things are, their being, is not merely temporal – for it is just as aspectual.

In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per (...) week for a number of weeks. The control group received the standard language arts curriculum in that one hour. The study found that the seventh grade students who had experienced the P4C program showed significant gains relative to those in the seventh grade control group at a high level of statistical significance, but the eighth grade students in the experimental group did not show such gains over the eighth grade control group. It was discovered that the seventh grade teachers started the program early in the school year and continued it for a period of 22 to 26 weeks, while the eighth grade teachers started much later and used the program for only 4 to 10 weeks. Our findings suggest that the P4C program must involve students in activities for a significant period of time before the program shows results, but that a meaningful impact on students’ cognitive abilities can be achieved in about 24 weeks of lessons, less than half the time evidenced by the study by Topping and Trickey. (shrink)

Throughout its history, the renowned Kaṭha Upaniṣad has often been described as being both incoherent and contradictory. The aim of this paper is to show to what purpose the text was created. To this end, it discusses the connection of the three paths to salvation depicted in the text, viz. the Agnicayana (a powerful Vedic fire-ritual), the Upaniṣadic method of self-knowledge, and yoga. The first part retraces how in the Upaniṣads, the Agnicayana was transformed into a non-material or mental ritual (...) and linked with self-knowledge. The second part analyses how the various salvation goals (heaven, the World of Brahman, liberation from rebirth) could be related to each other. First, the authors redefined the Agnicayana’s salvation goal, heaven, to make it identical with liberation. Secondly, they introduced self-knowledge and yoga as alternative and equally powerful means to the same end. In practice, however, the new and world-negating methods were implied to be superior to the costly ritual from which they had drawn their authority. Thus, the authors of the Upaniṣad were more concerned with showing continuity between different religious approaches than upholding consistency of content. (shrink)

Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were (...) still present and had not faded after three years. Given the strength of these confirmations of the positive durable impact of the P4C program of structured discussions and given the relatively low cost of implementing the P4C program, it is recommended that it become a standard part of the school curriculum. (shrink)

This is a description of an avian-shaped feature that rests below a network of cellular structures found on a mound within the Argyre Basin of Mars in Mars Global Surveyor image M14-02185, acquired on April 30, 2000, and released to the public on April 4, 2001. The area examined is located near 48.0° South, 55.1° West. The formation is approximately 2,400 meters long from the tip of its beak to the tip of its farthest tail feather. There is a minimum (...) of six different variations in appearance of the surface material over this small area. Utilizing the public targeting request form provided on the Mars Global Surveyor (MGS) website, co-author Miller secured a second image of the area that was obtained on July 3, 2006, showing this feature under different conditions S20-00165. The new image was then released to the public on August 11, 2006. A third image of the formation identified as MGS S13-01480 was acquired on December 15, 2005, and although officially processed on June 20, 2006, it was not made available to the public until August 22, 2009, on NASA’s Planetary Data System (PDS) website. All three of the MGS images reveal defining aspects of this avian feature, including a head, beak, body, eye, leg, foot, toes, wing, and feathers. When taken together, these components induce the visual impression of an avian-shaped formation that exhibits a unique set of proportional features. Adjoining this formation is a composite of complex cellular features that form a compartmentalized infrastructure. The three authors who are veterinarians provide a critical analysis of the avian features, and the geologist and geoscientist authors examine natural mechanisms that could contribute to the formation of this feature. An extensive search of comparable regions within and beyond the area of the Argyre Basin was conducted. A list of these sites is provided, and terrestrial comparisons are also offered. (shrink)

[Defense of irony: Heidegger and the „Rektoratsrede“].

Our concept of politics – especially democracy – presupposes a principle of friendship, but our principle of friendship comes out of an understanding of the friend. However, from the Greeks to Derrida, such relations have been dominated by a philosophy of presence and/or absence, limiting our very idea of politics and friendship. A radical break with this tradition is only possible through an other way of speaking to, thinking about, acting toward, and being a friend, and the politics thereof. The (...) Aristotelian saying, “O friends, [there is] no friend,” provides a clue – for “being” is not there, not present in the Greek, nor absent therefrom, but just implied. Then the being of the friend, and of politics (and of being), is an implication. So, if we hope to be friends, and to be political, we must think and act and speak by implication: O friends no friend, and O democrats no democracy. (shrink)

In this article we revisit two different temporal phases related to the main publication of Serge Moscovici's book La Psychanalyse, son image et son public together with two key promissing notions of the theory, cognitive polyphasia and anchoring. The first phase, initiated by the durkheimian cercle, will give us the occasion to retrieve the traces of the fascinating intellectual debate about collective psychology that was involved in producing ¨frontier¨ propositions and renewing their perspectives in today's light, namely throught cognitive polyphasia. (...) The second phase, more recent, inspired by classical and modern research into the social representation's field, will serve us as a basis for a new hypothesis about anchoring. We will attempt to suggest that traditional familiarization allocated to anchoring can also work in the opposite sense, transmitting and guaranteeing the non-familiar, establishing strangeness. Finally, we are arguing that social representations are more than a simple theory, just as the symbol is always more than what it symbolizes. (shrink)