El objetivo de este artículo es mostrar la existencia de un aspecto durkheimiano en la filosofía de la religión de William James, aspecto habitualmente inadvertido en las interpretaciones corrientes de su obra. Para ello mostraré cómo subyace en Las variedades de la experiencia religiosa la prototípica distinción durkheimiana entre lo sagrado y lo profano como rasgo esencial de la religión. The purpose of this article is to demonstrate the existence of a Durkheimian aspect in William James' philosophy of religion, an (...) aspect that has gone unnoticed in the usual interpretations of his work. To this effect, the article shows how Durkheim's prototypical distinction between sacred and profane underlies The Varieties of Religious Experience as an essential feature of religion. (shrink)

In this work I hold that William James’s conception of religion is divided between what could be identified as his voluntarism and his idea of self-surrender. In my approach, James’s voluntarism is the heart of The Will to Believe, whereas the idea of self-surrender is the key to understand The Varieties of Religious Experience. These two works respond to a tension in James’s philosophy and canbe seen as two antagonistic intellectual projects. The analysis of this inner tension in James’s conception (...) of religion is the core of this paper. I will also state that his self-surrender notion, unlike his voluntarism, allows us to visualize an essential aspect of James’s conception, that is to say, its morbid aspect. (shrink)

In The American Evasion of Philosophy Cornell West makes a comparison between the developments of European and classical American philosophies. Within West's analogy, however, two important American figures are missing: Josiah Royce and George H. Mead. In the context of this framework, this article ..

En este artículo analizamos la crítica que Richard Rorty hace de la apelación al “método experimental” por parte de John Dewey. Defendemos que la categórica desestimación que Rorty presenta del vínculo entre el pragmatismo de Dewey y su concepción de método hubiera sido o bien matizada, o bien radicalmente diferente, de haber considerado seriamente la importancia que la reflexión sobre la educación tenía para el filósofo de Vermont. Nuestra estrategia interpretativa se apoya en la recuperación que Henry Cowles hace recientemente (...) de la apelación al método experimental que Dewey lleva a cabo en How We Think —uno de sus textos educativos más importantes—, en donde se muestra las vinculaciones relevantes entre pragmatismo, evolucionismo y método. Este marco histórico-conceptual nos permitirá cuestionar la reconstrucción de Rorty en torno de este aspecto de la filosofía deweyana tomando en cuenta, fundamentalmente, sus propias reflexiones sobre educación. (shrink)

Resumen Art as Experience de J. Dewey es una obra clave para quienes se encuentran interesados en la estética. En este artículo nos proponemos mostrar que una mirada contemporánea que rescate los mejores aspectos de este libro debe, necesariamente, relacionar la estética con algunos aspectos de su pedagogía y su filosofía de la educación.Dewey’s Art as Experience is an indispensable work for people interested in aesthetics. Our purpose in this article is to show that a contemporary reading that rescues the (...) book’s best aspects must necessarily relate it to some aspects of Dewey’s pedagogy and his philosophy of education. We attempt to show this relationship in our article. (shrink)

En este artículo examinamos el "abordaje inferencialista del aprendizaje" propuesto por la filósofa de la educación Jan Derry, quien traslada al campo educativo el inferencialismo semántico del filósofo neopragmatista Robert Brandom. Si bien hay elementos que posibilitan esta aplicación, no hay en la literatura trabajos que examinen este proyecto. Señalamos dos limitaciones específicas y una general de este enfoque. En cuanto a las limitaciones específicas, el abordaje inferencialista, en primer lugar, ofrece un criterio de posesión de conceptos y esto no (...) es equiparable a un criterio de aprendizaje; en segundo lugar, la indispensable dimensión práctico-política del aprendizaje está completamente ausente en este enfoque. La limitación general, en tanto, se vincula a la preeminencia del lenguaje por sobre la experiencia como rasgo central de diversos neopragmatismos contemporáneos. (shrink)

No interior do pensamento de Dewey, a gênese da estética merece mais atenção do que lhe é dada na literatura. Um aspecto, em especial, tem sido virtualmente negligenciado — com as notáveis exceções de Robins 2015, Ueno 2016, Hein 2017 e Granger 2018a e 2018b — a saber, os vínculos com Albert Coombs Barnes. Nossa hipótese é que Barnes desempenhou um papel relevante na “virada estética” da filosofia madura de Dewey. Neste artigo, nós tomamos um primeiro passo rumo ao esclarecimento (...) da relação entre eles e uma tentativa de mostrar a influência do colecionador de arte na obra do filósofo. (shrink)

Ainda que a estética de John Dewey tenha sido assunto de uma grande quantidade de estudos conduzidos através de abordagens muito diferentes há uma ausência de contribuições capazes de reconhecer vínculos entre a estética de Dewey e a história da arte. Neste artigo, analisamos três obras de arte da Antiguidade tardia, principalmente, seguindo os conceitos-chave de Dewey de análise formal e desvio, para reconstruir a experiência estética do autor, o observador e o patrono de cada obra de arte. Nosso propósito (...) é duplo. Primeiro, queremos demonstrar que uma abordagem baseada na teoria de Dewey é frutífera quando se estuda obras de arte antigas. Segundo, queremos demonstrar que uma interpretação pragmatista da arte antiga tardia é mais frutífera e menos reducionista do que as tradicionais. (shrink)

Resenha do libro: ARENAS, Luis; DEL CASTILLO, Ramón; FAERNA, Ángel M. John Dewey: una estética de este mundo. Zaragoza: Prensas de la Universidad de Zaragoza, 2018, 447p. ISBN 978-84-17358-59-4.

The collection presents a variety of promising new directions in Royce scholarship from an international group of scholars, including historical reinterpretations, explorations of Royce's ethics of loyalty and religious philosophy, and contemporary applications of his ideas in psychology, the problem of reference, neo-pragmatism, and literary aesthetics.

The purpose of this paper is twofold: to reconstruct Dewey’s conception of experimentalism, mainly through his pedagogical writings, on the one hand; and to show the relevance of this reconstruction to current reassessments of Dewey’s political thought, on the other. The grounds for our perspective have a double character too. Firstly, we reconstruct the links between experimentalism and education on the basis of the first edition of How We Think (1910, MW 6), perhaps one of Dewey’s most noteworthy pedagogical texts. (...) Secondly, we critically address three different reassessments of Dewey’s experimentalism in contemporary political thought, namely: 1) Pappas’s defense of Dewey’s substantive idea of democracy; 2) Forstenzer’s proposal of Deweyan experimentalism as an appropriate methodology for political philosophy; and 3) Anderson’s vindication of Deweyan experimental democracy in the context of social epistemology. It is sustained that in HWT Dewey places experimentalism as a kind of antidote against dogmatism and unreflective ways of reasoning. Thus, he links experimentalism with anti-dogmatism placing a special role in schooling for at least two reasons: 1) it is in the schooling phase that children are still sensitive to the development of certain habits; 2) dogmatism seems inevitable in any society but the educational phase is a key instance to try to avoid it. Neither (1) nor (2) are present in contemporary reassessments of Deweyan experimentalism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art as Occupations:Two Neglected Roots of John Dewey's AestheticsAuthors: Fabio Campeotto (Consejo Nacional de Investigaciones Científicas y Técnicas, CONICET, Univ. Nacional de La Rioja); Juan Manuel Saharrea (CONICET, Universidad Católica de Córdoba-Unidad Asociada al CONICET) and Claudio M. Viale (CONICET, Universidad Católica de Córdoba-Unidad Asociada al CONICET). Campeotto and Saharrea contributed similarly to the development of this work. Language edition: Rita Karina Plascencia, https://www.rkplasencia.com/. This article was (...) made in the frame of two research projects: "Pragmatismo y educación: Fundamentos teóricos y abordajes empíricos," financed by the Universidad Católica de Córdoba (2019–2023); and "Praxis, experimentalismo, aprendizaje y democracia: hacia una reevaluación de la filosofía de la educación contemporánea," PICT 2020 serie A 01539 financed by the Fondo para la Investigación Científica y Tecnológica (FONCyT). Both projects were under the direction of C. M. Viale.undoubtedly, art as experience1 is one of the most important texts by John Dewey, as well as his most systematic approach to aesthetics.2 This book usually appears in the literature as an almost mandatory reading for interpreters of classical pragmatism, and it is praised as an ineludible reference for those interested in aesthetics from a pragmatic point of view. However, this justified centrality tends to invisibilize two important veins of Dewey's thought: the vital role of his fragmentary or piecemeal approach to aesthetics, on one hand, and the relevance of his educational conceptions in relation to aesthetics, on the other.Going beyond the centrality of Art as Experience toward a comprehensive and contemporary view of Dewey's aesthetics entails looking upon three elements of his thought: Firstly, Dewey's works—some of them considered minor and some implicit or sporadic references in canonical texts—depicting the links between education and aesthetics in his philosophy as well as texts that belong to his fragmentary approach to aesthetics. Secondly, his systematic development of aesthetics, mainly in Art as Experience, where Dewey presents his conceptions at length. Thirdly, what we could call a re-evaluated aesthetics, which consists in a contemporary attempt to integrate diverse aspects of his philosophy, trying to overcome some weaknesses in his theoretical developments, especially regarding his dealing with the links between education and [End Page 1] aesthetics. It is necessary to remark that these links were neither adequately addressed by Dewey nor exhaustively examined by the literature, as far as we know. We hold that it is crucial to make them critically explicit, in order to get fruitful contemporary approaches not only to Dewey's aesthetics but also to his pedagogy and philosophy of education.Thus, the core question of this article is the following: How should the educational root of Dewey's aesthetics have worked? Or, more precisely, how should he have explicitly or meticulously conceived aesthetics in relation to his educational developments? We think that two neglected roots of Dewey's writings related to aesthetics can help us to re-evaluate it: what we call its fragmentary approach and Albert C. Barnes's role in it, on one hand, and a coherent articulation among occupation, art teaching, and the overcoming of the distinction between vocational and humanistic education, on the other.To carry out our task, we have divided this article into three parts. In the first (The Genesis of Dewey's Aesthetics: A Re-interpretation), we argue how to interpret the emergence of Dewey's aesthetics. In the second (Dewey and Education: Central Issues), we present the key aspects of this topic related to our purposes. In the third section (Two Neglected Roots of Dewey's Aesthetics), we develop our argument by describing how to recover these sources, and also by showing how Dewey's aesthetics could be critically re-evaluated or reconstructed from a contemporary viewpoint. Finally, we put forward a conclusion.The Genesis of Dewey's Aesthetics: A Re-interpretationIt is well-known that Dewey's aesthetics is usually equated with Art as Experience. This is part of the canonical interpretations that tend to conceive Dewey's philosophy in, using his term, grooves (LW 2:113). Democracy and Education... (shrink)

James procurou superar a cisão da personalidade por meio de uma antropologia da ação em que combinou vários materiais intelectuais que não respeitam fronteiras epistemológicas. Apropriou-se estrategicamente de diferentes fontes culturais e avanços da psicopatologia para pensar a liberação das possibilidades da consciência e da experiência. Entre eles, serão exploradas suas leituras de Giovanni Papini e Pierre Janet para dar conta do modo preciso como essas contribuições intelectuais atuam em sua antropologia da superação.

Although recent work has been done on the Barnes Foundation and its philosophical and pedagogical background, almost all the research effort has been focused on the friendship and intellectual link between John Dewey and Albert C. Barnes. Unfortunately, to the best of our knowledge, the impact of George Santayana’s philosophy on the Foundation has not been systematically examined. The hypothesis that we present and develop in this article is that Santayana’s thought is essential for the aesthetic theories elaborated within the (...) framework of the Barnes Foundation: Barnes’ theory of art criticism; Dewey’s aesthetic theory, and even Lawerence Buermeyer’s aesthetic theory. This article is a first approximation with the purpose of clarifying these philosophical, theoretical and historical relationship so as to start to fill the existing gap in contemporary literature on the topic. (shrink)

In Loyalty to Loyalty: Josiah Royce and the Genuine Moral Life, Matthew Foust richly examines the nature of a controversial virtue: loyalty. It is well known that for Royce loyalty was not only a fundamental moral concept but an anthropological one since, in his view, loyalty to a cause allows individuals to become selves, creatures with unity of purpose in life. However, this ground level of loyalty is not the only one existing for him. Simultaneously to a particular cause one (...) must adhere to loyalty to loyalty, a universal cause that is a moral obligation for each human being. Foust attempts to recover this dual aspect of the Roycean conception of loyalty with the purpose of defending his contemporary relevance.. (shrink)

El objetivo de este artículo es mostrar la existencia de un aspecto durkheimiano en la filosofía de la religión de William James, aspecto habitualmente inadvertido en las interpretaciones corrientes de su obra. Para ello mostraré cómo subyace en Las variedades de la experiencia religiosa la prototípica distinción durkheimiana entre lo sagrado y lo profano como rasgo esencial de la religión.

El propósito del presente trabajo es ofrecer una contextualización de “Las implicancias del pragmatismo para la educación”, que traducimos en este número de la revista. El artículo está compuesto de tres partes que John Dewey escribe en diciembre de 1908, febrero y marzo de 1909. Nuestra hipótesis interpretativa es que este texto es fundamental en dos sentidos: en primer lugar, para entender los lazos de Dewey con la tradición pragmatista; en segundo lugar, para comprender su conceptualización del vínculo entre pragmatismo (...) y educación. (shrink)

While poverty all over the world is more typical and extreme in rural contexts, interventions to improve cognition in low socioeconomic status children are for the most part based on studies conducted in urban populations. This paper investigate how poverty and rural or urban settings affect child cognitive performance. Executive functions and non-verbal intelligence performance, as well as individual and environmental information was obtained from 131 5-year-old children. For the same level of SES, children in rural settings performed consistently worse (...) than children in urban settings. These differences could be accounted mostly by the months of past preschool attendance and the father’s completed level of education. These results should inform policies and programs for children living in rural poverty worldwide, and specially in Latin America. (shrink)

The zone of latent solutions hypothesis provides an alternative approach to explaining cultural patterns in primates and many other animals. According to the ZLS hypothesis, non-human great ape cultures consist largely or solely of latent solutions. The current competing hypothesis for ape culture argues instead that at least some of their behavioural or artefact forms are copied through specific social learning mechanisms and that their forms may depend on copying. In contrast, the ape ZLS hypothesis does not require these forms (...) to be copied. Instead, it suggests that several social learning mechanisms help determine the frequency of these behaviours and artefacts within connected individuals. The ZLS hypothesis thus suggests that increases and stabilisations of a particular behaviour’s or artefact’s frequency can derive from socially-mediated form reinnovations. Therefore, and while genes and ecology play important roles as well, according to the ape ZLS hypothesis, apes typically acquire the forms of their behaviours and artefacts individually, but are usually socially induced to do so. The ZLS approach is often criticized—perhaps also because it challenges the current null hypothesis, which instead assumes a requirement of form-copying social learning mechanisms to explain many ape behavioural forms. However, as the ZLS hypothesis is a new approach, with less accumulated literature compared to the current null hypothesis, some confusion is to be expected. Here, we clarify the ZLS approach—also in relation to other competing hypotheses—and address misconceptions and objections. We believe that these clarifications will provide researchers with a coherent theoretical approach and an experimental methodology to examine the necessity of form-copying variants of social learning in apes, humans and other species. (shrink)

We present two results which shed some more light on the deep connection between ZFA and the standard ZF set theory: First of all we refine a result of Forti and Honsell in order to prove that the universe of ZFA can also be obtained as the least fixed point of a continuous operator and not only as the greatest fixed point of the powerset operator. Next we show that it is possible to define a new absolute Gödel operation in (...) addition to the standard ones in order to obtain the “constructible” model of ZFA as the least fixed point of the continuous operator of Gödel closure with respect to the standard and the new Gödel operations. (shrink)

Donald Davidson’s anomalous monism has been repeatedly criticized since its initial defense in the paper Mental Events, which was published in 1970. Despite the widespread rejection, there seems to be no agreement on why anomalous monism fails. This paper systematizes two strong objections to anomalous monism. First, Davidson’s argument for monism requires the problematic assumption that physics can provide strict causal laws for causal relations in general. Second, Davidson’s monism requires an ontology of events for which no satisfactory criterion of (...) identity has been provided. Despite these problems, the paper argues that the theses on the anomalism and irreducibility of the mental remain acceptable, despite the difficulty of reconstructing precisely the arguments Davidson uses to defend them. (shrink)

Regulation is nothing without enforcement. This particularly holds for the dynamic field of emerging technologies. Hence, this article has two ambitions. First, it explains how the EU´s new Artificial Intelligence Act (AIA) will be implemented and enforced by various institutional bodies, thus clarifying the governance framework of the AIA. Second, it proposes a normative model of governance, providing recommendations to ensure uniform and coordinated execution of the AIA and the fulfilment of the legislation. Taken together, the article explores how the (...) AIA may be implemented by national and EU institutional bodies, encompassing longstanding bodies, such as the European Commission, and those newly established under the AIA, such as the AI Office. It investigates their roles across supranational and national levels, emphasizing how EU regulations influence institutional structures and operations. These regulations may not only directly dictate the structural design of institutions but also indirectly request administrative capacities needed to enforce the AIA. (shrink)

O manuscrito clandestino Jordanus Brunus redivivus ou Traité des erreurs populaires foi publicado em 1771, não trazendo indicação alguma de sua autoria. Entretanto, a despeito do anonimato da obra, ela tornou-se um dos textos mais famosos dentre a filosofia clandestina do século XVIII, aludindo a um filósofo que foi uma das maiores vítimas da superstição e do fanatismo de sua época: Giordano Bruno. O título do escrito é uma espécie de homenagem ao pensador italiano, mas não há no decorrer da (...) obra uma menção sequer que comprove que o autor anônimo tenha lido uma linha de suas obras, mesmo que seja considerado o elo filosófico de união entre o brunismo da primeira metade do século XVII e o da segunda metade do século XVIII. É em um encadeamento de ideias progressivo no Jordanus Brunus que nos permite encontrar o fio condutor das reflexões do autor: a sua formulação do ateísmo caracteriza-se por sua abordagem não dogmática, dissimulada, preparando o solo para o racionalismo ateu que estaria por vir. O presente artigo limitar-se-á à terceira e quarta partes do manuscrito, nas quais o autor anônimo vai tratar diretamente da questão da existência de deus e fazer diversas objeções às provas de sua existência. (shrink)

Este es un ensayo fotográfico que, ante el deterioro del fondo habitacional de Centro Habana, Cuba, se pretende construir un archivo tipológico de las decoraciones con azulejos o baldosas hidráulicas vidriadas, aún visibles en algunas edificaciones, mediante la fotografía documental, para preservar lo que alguna vez fuera parte de la vida cotidiana de residentes y transeúntes, y que ha sido reconocido por los especialistas como parte del patrimonio de la ciudad.

Accountability is a cornerstone of the governance of artificial intelligence (AI). However, it is often defined too imprecisely because its multifaceted nature and the sociotechnical structure of AI systems imply a variety of values, practices, and measures to which accountability in AI can refer. We address this lack of clarity by defining accountability in terms of answerability, identifying three conditions of possibility (authority recognition, interrogation, and limitation of power), and an architecture of seven features (context, range, agent, forum, standards, process, (...) and implications). We analyse this architecture through four accountability goals (compliance, report, oversight, and enforcement). We argue that these goals are often complementary and that policy-makers emphasise or prioritise some over others depending on the proactive or reactive use of accountability and the missions of AI governance. (shrink)

We show that the Proper Forcing Axiom implies the Singular Cardinal Hypothesis. The proof uses the reflection principle MRP introduced by Moore in [11].

Writing Schmitt -- The return of Carl Schmitt -- Spatializing the political -- The crisis of the state : de-spatializing the political -- Nazi benemoth : the body politic -- Grossraum -- Spatial histories -- Nomos -- Conclusion : thinking beyond the line.