Deep brain stimulation — a novel surgical procedure — is emerging as a treatment of last resort for people diagnosed with neuropsychiatric disorders such as severe obsessive-compulsive disorder. The US Food and Drug Administration granted a so-called humanitarian device exemption to allow patients to access this intervention, thereby removing the requirement for a clinical trial of the appropriate size and statistical power. Bypassing the rigors of such trials puts patients at risk, limits opportunities for scientific discovery, and gives device manufacturers (...) unique marketing opportunities. We argue that Congress and federal regulators should revisit the humanitarian device exemption to ensure that it is not used to sidestep careful research that can offer valuable data with appropriate patient safeguards. (shrink)

Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...) live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...) live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

Seit dem Beginn meines philosophischen Forschens vor vielen Jahren begleitet mich die Problematik von Vierfachstrukturen in den Philosophien der Menschheit. Während meine Aufmerksamkeit zunächst vor allem auf viergliedrige Aussagemuster gerichtet war - der schriftliche Niederschlag davon liegt als dickes Buch vor –, sah ich es, angeregt und bestätigt durch Funde von Materialien in Quellentexten, zunehmend als erforderlich an, die genannten Urteils- und Prädikationsformen bzw. -formeln im mir zunächst unerklärlichen Zusammenhang mit vier Elementen, und wie ich heute weiß, den vier Elementen (...) des sich selbst reflektierenden und auslegenden Verstandes zu bedenken. Ich habe mein geistiges Ringen um den Fragekomplex, der daraus erwächst, unter das Leitwort »Tetralogos« gestellt, wobei sich der Schwerpunkt allmählich hin zur Geistmetaphysik, einer in der modernen Gelehrtenwelt allgemein als veraltet angesehenen Disziplin, verschob. Die Antworten, die daraus erwachsen, sollen irgendwann in einem weiteren der bis zum zweiten Band realisierten Tetralogie meiner Hauptwerke zusammengefaßt werden. (shrink)

Seit dem Beginn meines philosophischen Forschens vor vielen Jahren begleitet mich die Problematik von Vierfachstrukturen in den Philosophien der Menschheit. Während meine Aufmerksamkeit zunächst vor allem auf viergliedrige Aussagemuster gerichtet war - der schriftliche Niederschlag davon liegt als dickes Buch vor –, sah ich es, angeregt und bestätigt durch Funde von Materialien in Quellentexten, zunehmend als erforderlich an, die genannten Urteils- und Prädikationsformen bzw. -formeln im mir zunächst unerklärlichen Zusammenhang mit vier Elementen, und wie ich heute weiß, den vier Elementen (...) des sich selbst reflektierenden und auslegenden Verstandes zu bedenken. Ich habe mein geistiges Ringen um den Fragekomplex, der daraus erwächst, unter das Leitwort »Tetralogos« gestellt, wobei sich der Schwerpunkt allmählich hin zur Geistmetaphysik, einer in der modernen Gelehrtenwelt allgemein als veraltet angesehenen Disziplin, verschob. Die Antworten, die daraus erwachsen, sollen irgendwann in einem weiteren der bis zum zweiten Band realisierten Tetralogie meiner Hauptwerke zusammengefaßt werden. (shrink)

I criticize Sacks' ambitious work on objectivity and its history in modern philosophy in three main regards: First, Sacks tends to oversimplify the different views of Descartes, Locke, and Hume, which are not all haunted in the same sense by a "subject-driven skepticism". Second, Kant's conception of objectivity isn't directed (primarily) at refuting external world skepticism. Third, Sacks assumes that it is clear what transcendental idealism is: a doctrine that asserts an ontological distinction between "appearances" and "things in themselves". This (...) ignores the deep interpretive and systematical discussions about this doctrine. In sum, the book lacks a proper historical diagnosis of where current notions of objectivity come from, or how our agenda has changed from those of early modern philosophers. (shrink)

Review of Manfred Kuehn's outstanding biography on Immanuel Kant. A critical point I raise concerns Kuehn's discussion of Kant's relation to Hume. Scholars are divided over the questions of (a) whether Hume was an actual inspiration for Kant’s Critical philosophy, (b) whether Kant’s defense really addresses Hume’s problem of causality, and, of course, (c) whether Kant’s arguments provide a satisfactory solution to the problem. Sometimes these questions are not clearly distinguished by interpreters, part of the reason Kant scholarship appears so (...) intractable to outsiders. While Kuehn’s answers to questions (a) and (b) appear to be ”Yes”, and while his reasons for the Yes to (a) are convincing, those for Yes to (b) are not; and (c) isn't addressed at all. (shrink)

The three papers published in this number of the Owl of Minerva provide a series of reflections upon the theme of Bildung in Hegel's philosophy. The first, by Jeffrey Reid, explores two contrasting conceptions of Bildung involved in the founding and earliest years of the University of Berlin. The first conception, espoused and developed by Fichte, Humboldt, and Schleiermacher treats Bildung as a spontaneous, natural instinct toward self-development, visible above all in the form of genius, attributed to individuals or to (...) nations. Reid connects this notion of Bildung in significant measure with the Sturm und Drang movement. Hegel opposed to it a very different conception of Bildung resting ultimately upon his distinction between nature and spirit. In Hegel's usage, Bildung refers to the process of development whereby the merely natural individual is transcended, raised to the level of spirit as a member of a moral community, or citizen of an ethical state. As Reid points out, these two conceptions of Bildung have conflicting implications for the role of the university, especially in relation to the state, and the choice between them remains a significant one today. (shrink)

Die traditionsreiche Reihe QUELLEN UND FORSCHUNGEN ZUR LITERATUR- UND KULTURGESCHICHTE, deren Ursprung auf das Jahr 1874 zur ckgeht, geh rt zum festen Bestand renommierter Publikationsforen der Deutschen Literaturwissenschaft. Von Ernst Osterkamp und Werner R cke an der Humboldt-Universit t zu Berlin herausgegeben, pr sentieren die QUELLEN UND FORSCHUNGEN hochwertige wissenschaftliche Arbeiten, die literarische Texte im Zusammenhang mit kulturhistorischen Ph nomenen, besonders auch mit den anderen K nsten, untersuchen. Philologische Studien mit transdisziplin rem Ansatz sind ausdr cklich erw nscht. Der Schwerpunkt (...) der Serie liegt auf der deutschen Literatur vom Mittelalter bis in die Gegenwart. Da die kulturgeschichtliche Ausrichtung der Reihe Aspekte interkultureller Erfahrung und nationaler Fremdwahrnehmung einbegreift, stehen die QUELLEN UND FORSCHUNGEN im Einzelfall aber auch komparatistischen Arbeiten offen. Ver ffentlicht werden Monographien, Dissertationen und Habilitationsschriften sowie thematisch geschlossene Sammelb nde. Die Ma st be f r die Aufnahme in die Reihe bilden wissenschaftliche Relevanz und Exzellenz in Methode und Darstellung. (shrink)

In the present paper some tools are given to state the exact number of roots for some simple classes of exponential terms . The result were obtained by generalizing Sturm's technique for real closed fields. Moreover for arbitrary non-zero terms t certain estimations concerning the location of roots of t are given. MSC: 03C65, 03C60, 12L12.

Translation from German to English by Daniel Fidel Ferrer -/- What Does it Mean to Orient Oneself in Thinking? -/- German title: "Was heißt: sich im Denken orientieren?" -/- Published: October 1786, Königsberg in Prussia, Germany. By Immanuel Kant (Born in 1724 and died in 1804) -/- Translation into English by Daniel Fidel Ferrer (March, 17, 2014). The day of Holi in India in 2014. -/- From 1774 to about 1800, there were three intense philosophical and theological controversies underway in (...) Germany, namely: Fragments Controversy, the Pantheism Controversy, and the Atheism Controversy. Kant’s essay translated here is Kant’s respond to the Pantheism Controversy. During this period (1770-1800), there was the Sturm und Drang (Storm and Urge (stress)) movement with thinkers like Johann Hamann, Johann Herder, Friedrich Schiller, and Johann Goethe; who were against the cultural movement of the Enlightenment (Aufklärung). Kant was on the side of Enlightenment (see his Answer the Question: What is Enlightenment? 1784). -/- What Does it Mean to Orient Oneself in Thinking? / By Immanuel Kant (1724-1804). [Was heißt: sich im Denken orientieren? English]. (shrink)

Michael A PetersBeijing Normal UniversityChatGPT is an AI chatbot released by OpenAI on November 30, 2022 and a ‘stable release’ on February 13, 2023. It belongs to OpenAI’s GPT-3 family (generativ...

Pindar, geboren 522/518 v. Chr. bei Theben, hat Chorlyrik überwiegend religiösen Inhalts geschrieben: Hymnen, Paiane und Dithyramben, aber auch Mädchenlieder, Tanzlieder und Trauergesänge. Vollständig erhalten geblieben sind die vier Bücher Siegeslieder, die den strengen Stil mythischer Dichtung mit der Sprache der sportlichen Wettkämpfe verbinden. Mit dieser Verschränkung von aktuellem Anlass, mythischem Hintergrund, überlieferter Lebensweisheit und poetologischer Reflexion werden Spannungsbögen entworfen, die in der antiken wie in der modernen Lyrik einzigartig sind. Bereits in hellenistischer Zeit galt Pindar als der Lyriker schlechthin. (...) Nicht anders sahen ihn die Römer, wobei Horaz in seiner Ode 4,2 warnt, der Versuch, Pindar nachzuahmen, könne leicht wie der Flug des Ikaros mit einer Bruchlandung enden. In Deutschland beginnt die Wirkungsgeschichte mit Klopstock, reicht über Hölderlin und die Dichter des Sturm und Drang, wie den jungen Goethe, hin zu Nietzsche und den George-Kreis. Auch in der Lyrik Ezra Pounds sind Nachklänge der Oden Pindars unverkennbar. Die vorliegende Ausgabe der Siegeslieder bietet neben dem griechischen Text eine Übersetzung, deren Präzision es dem Kenner des Griechischen ermöglicht, sich in den Urtext einzulesen. Pindars Bildwelt wird exakt reproduziert, gewissermaßen "dokumentiert", in einer rhythmisierten Prosa, die eigenständig neben früheren Pindar-Verdeutschungen steht. Die sprachliche Struktur des Originals wird in ihrer harten Fügung bewahrt und nicht einer Umsetzung in das Gewohnte geopfert. Zugleich wird eine Annäherung an eine unserer Zeit gemäße Sprachform erreicht, die dem literarisch Interessierten den Zugang zu Pindar entschließt. Eingehende Analyse zur Deutung und zur Wirkungsgeschichte können zu einem vertieften Verständnis führen. (shrink)

This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters' students readi...

Open Peer Review: Educational Philosophy and Theory (EPAT)Michael A. Peters, Beijing Normal University, PR ChinaIn 2016 EPAT started experimenting with open peer review for articles that were part...

What is it about conspiracies that make them so attractive and easy to believe yet difficult to debunk? Is the epistemological process of debunking the best or only pedagogy for dislodging conspiracies? Are all conspiracies irrational and/or unverifiable? To what extent, if at all, do today’s social media conspiracies differ from conspiracies in the past?

Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy (Brill) that was established in 2016. The paper is the result of a collective writing process (...) over a period of a few months that discusses visual studies in education and visual ethics in relation to qualitative research in education, and as it applies to children. The article also uses the newly established convention of open review, publishing the results with the paper. (shrink)

T. S. Champlin; VII*—Tendencies, Proceedings of the Aristotelian Society, Volume 91, Issue 1, 1 June 1991, Pages 119–134, https://doi.org/10.1093/aristotelian/9.

In a previous paper (Duncan, T.L., Semura, J.S. in Entropy 6:21, 2004) we considered the question, “What underlying property of nature is responsible for the second law?” A simple answer can be stated in terms of information: The fundamental loss of information gives rise to the second law. This line of thinking highlights the existence of two independent but coupled sets of laws: Information dynamics and energy dynamics. The distinction helps shed light on certain foundational questions in statistical mechanics. For (...) example, the confusion surrounding previous “derivations” of the second law from energy dynamics can be resolved by noting that such derivations incorporate one or more assumptions that correspond to the loss of information. In this paper we further develop and explore the perspective in which the second law is fundamentally a law of information dynamics. (shrink)

It is not intended as some sort of revelation on my part that Greenberg's cultural theory was originally Marxist in its stresses and, indeed in its attitude to what constituted explanation in such matters. I point out the Marxist and historical mode of proceeding as emphatically as I do partly because it may make my own procedure later in this paper seem a little less arbitrary. For I shall fall to arguing in the end with these essay's Marxism and their (...) history, and I want it understood that I think that to do so is to take issue with their strengths and their main drift.But I have to admit there are difficulties here. The essays in question ["Avant-Garde and Kitsch" and "Towards a Newer Lacoön"] are quite brief. They are, I think, extremely well written: it was not for nothing the Partisan Review described Clement Greenberg, when he first contributed to the journal early in 1939, as "a young writer who works in the New York customs house"—fine, redolent avant-garde pedigree, that! The language of these articles is forceful and easy, always straightforward, blessedly free from Marxist conundrums. Yet the price paid for such lucidity, here as so often, is a degree of inexplicitness—certain amount of elegant skirting round the difficult issues, where one might otherwise be obliged to call out the ponderous armory of Marx's concepts and somewhat spoil the low of the prose from one firm statement to another. The Marxism, in other words, is quite largely implicit; it is stated on occasion, with brittle and pugnacious finality, as the essay's frame of reference, but it remains to the reader to determine just how it works in the history and theory presented—what that history and theory depend on, in the way of Marxist assumptions about class and capital or even abase and superstructure. That is what I intend to do in this paper: to interpret and extrapolate from the texts, even at the risk of making their Marxism declare itself more stridently than the "young writer" seems to have wished. And I should admit straight away that there are several point in what follows where I am genuinely uncertain as to whether I am diverging from Greenberg's argument or explaining it more fully. This does not worry me overmuch, as long as we are alerted to the special danger in this case, dealing with such transparent yet guarded prose, and as long as we can agree that the project in general—pressing home a Marxist reading of texts which situate themselves within the Marxist tradition—is a reasonable one.22. This carelessness distinguishes the present paper from two recent studies of Greenberg's early writings, Serge Guilbaut's "The New Adventures of the Avant-Garde in America," October 15 , and Fred Orton and Griselda Pollock's "Avant-Gardes and Partisans Reviewed," Art History 3 I am indebted to both these essays and am sure that their strictures on the superficiality—not to say the opportunism–of Greenberg's Marxism are largely right. But I am nonetheless interested in the challenge offered to most Marxist, and non-Marxist, accounts of modern history by what I take to be a justified though extreme, pessimism as t the nature of established culture since 1870. That pessimism is characteristic, I suppose, of what Marxists call an ultraleftist point of view. I believe, as I say, that a version of some such view is correct and would therefore with to treat Greenberg's theory as if it were a decently elaborated Marxism of an ultraleftist kind, on which issues in certain mistaken views but which need not so issue and which might still provide, cleansed of those errors, a good vantage for a history of our culture.T. J. Clark, professor of fine arts at Harvard University, is the author of The Absolute Bourgeois: Artists and Politics in France, 1848-1851 and Image of the People: Gustave Courbet and the 1848 Revolution. His book on impressionist painting and Paris is forthcoming. (shrink)

The book is mainly concerned with the problem of the logical analysis of hypothetical (conditional) statements.

Despite the concern with oppressive systems and practices there have been few attempts to analyse the general concept of oppression. Recently, Iris Marion Young has argued that it is not possible to analyse oppression as a unitary moral category. Rather, the term ‘oppression’ refers to several distinct structures, namely, exploitation, marginalisation, powerlessness, cultural imperialism, and violence. This paper rejects Young's claim and advances a general theory of oppression. Drawing insight from American chattel slavery and the situation of the German Jews (...) during the 1930's, I argue that to be oppressed is to be unjustly denied the opportunity for what I call ‘resilient autonomy’. I argue that all instances of oppression can usefully be analysed in these terms. I test my analysis against each of Young's five structures of oppression, concluding that in each case they are captured by my analysis. (shrink)

T. M. Rudavsky tells the story of the development of Jewish philosophy from the 10th century to Spinoza in the 17th, as part of a dialogue with medieval Christian and Islamic thought. She gives a broad historical survey of major figures and schools within the medieval Jewish tradition, focusing on the tensions between Judaism and rational thought.

Debates over egalitarianism for the most part are not concerned with constraints on achieving an egalitarian society, beyond discussions of the deficiencies of egalitarian theory itself. This paper looks beyond objections to egalitarianism as such and investigates the relevant psychological processes motivating people to resist various aspects of egalitarianism. I argue for two theses, one normative and one descriptive. The normative thesis holds that egalitarians must take psychological constraints into account when constructing egalitarian ideals. I draw from non-ideal theories in (...) political philosophy, which aim to construct moral goals with current social and political constraints in mind, to argue that human psychology must be part of a non-ideal theory of egalitarianism. The descriptive thesis holds that the most fundamental psychological challenge to egalitarian ideals comes from what are called Just World Beliefs. A troubling result of Just World Beliefs, one that poses a prima facie obstacle to egalitarianism, is that people tend to dismiss or explain away any threats to their belief that the world is fundamentally just. The pervasiveness and severity of Just World Beliefs predicts that people will be resistant to egalitarian policies. My aim is to show how research on Just World Beliefs can help diagnose common problems for egalitarianism and assist in making realistic recommendations for bringing current societies closer to egalitarian ideals. (shrink)