Let L be a countable relational language. Baldwin asked whether there is an ab initio generic L-structure which is superstable but not ω-stable. We give a positive answer to his question, and prove that there is no ab initio generic L-structure which is superstable but not ω-stable, if L is finite and the generic is saturated.

We construct an ab initio generic structure for a predimension function with a positive rational coefficient less than or equal to 1 which is unsaturated and has a superstable non-ω-stable theory.

Hrushovski constructed an -categorical stable pseudoplane which refuted Lachlan's conjecture. In this note, we show that an -categorical projective plane cannot be constructed by "the Hrushovski method.".

Let L be a finite relational language and α=(αR:R ∈ L) a tuple with 0 < αR ≤1 for each R ∈ L. Consider a dimension function $ \delta _\alpha (A) = \left| A \right| - \sum\limits_{R \in L} {\alpha {\mathop{\rm Re}\nolimits} R(A)} $ where each eR(A) is the number of realizations of R in A. Let $K_\alpha $ be the class of finite structures A such that $\delta _\alpha (X) \ge 0$ 0 for any substructure X of A. We (...) show that the theory of the generic model of $K_\alpha $ is AE-axiomatizable for any α. (shrink)

A theory T is called almost [MATHEMATICAL SCRIPT CAPITAL N]0-categorical if for any pure types p1,…,pn there are only finitely many pure types which extend p1 ∪…∪pn. It is shown that if T is an almost [MATHEMATICAL SCRIPT CAPITAL N]0-categorical theory with I = 3, then a dense linear ordering is interpretable in T.

An infinite structure is said to be minimal if each of its definable subset is finite or cofinite. Modifying Hrushovski's method we construct minimal, non strongly minimal structures with arbitrary finite dimensions. This answers negatively to a problem posed by B. I Zilber.

A partial map f of a structure M is called almost total if |M — dom| = |M — ran| < ω. We study a difference between an almost total elementary map and an automorphism.

We show that if a class K of finite relational structures is closed under quasi-substructures, then there is no saturated K-generic structure that is superstable but not ω -stable.

A new selection of writings on education by Buddhist philosopher and founder of Soka University, Daisaku Ikeda. Culled from some five decades of the author's works, this collection presents educational proposals, lectures to university students, and personal essays. The author delves not only into the meaning of Soka (value-creating) education but offers a hopeful vision of the power of education to bring happiness to the individual and peace to the world.

A new selection of writings on education by Buddhist philosopher and founder of Soka University, Daisaku Ikeda. Culled from some five decades of the author's works, this collection presents educational proposals, lectures to university students, and personal essays. The author delves not only into the meaning of Soka (value-creating) education but offers a hopeful vision of the power of education to bring happiness to the individual and peace to the world.

Comment comprendre la nyctophobie? Les uns pensent, comme John Locke, que la nuit n’a rien qui fasse peur, et cherchent la cause de cette angoisse ailleurs que dans l’obscurité. Les autres, à commencer par Edmund Burke, affirment que l’obscurité est la source par excellence de la peur : pour Emmanuel Levinas comme pour Maurice Merleau-Ponty, qui s’appuient tous deux sur la description de l’« espace noir » par Eugène Minkowski, la nuit noire menace de déposséder le sujet de sa souveraineté (...) pour le submerger dans une unité sans articulation. Mais, une dizaine d’années plus tôt, Roger Caillois se réfère aussi à Minkowski pour voir dans la nyctophobie l’effet de la « tentation de l’espace » : pour lui, la peur de la nuit est la peur d’être la nuit – de ne faire qu’un avec elle. (shrink)

生物学者と哲学者が西田哲学を共通項に生命について徹底的に考え抜く。時間論を経て知の統合に向かう碩学2人による記念碑的対話。.

Koichiro Kokubun focuses on Deleuze's method of 'free indirect discourse' to locate and explicate Deleuze's philosophy of transcendental empiricism and its constitutive limits. He works through Deleuze's confrontations with Hume, Kant, Bergson, Freud, Lacan, Foucault and Guattari, and the influence of structuralism and psychoanalysis.

Genetic Algorithms(GAs) are effective approximation algorithms which focus on “hopeful area” in the searching process. However, in harder problems, it is often very difficult to maintain a favorable trade-off between exploitation and exploration. All individuals leave the big-valley including the global optimum, and concentrate on another big-valley including a local optimum often. In this paper, we define such a situation on conventional GAs as the “UV-phenomenon”, and suggest UV-structures as hard landscape structures that will cause the UV-phenomenon. We introduce a (...) test function which has explicit UV-structures, and show UV-phenomenon caused by them. Next we analyze Fletcher and Powell function to confirm our hypothesis. Finally we propose a novel framework of GAs which can cope with UV-structures. (shrink)

明治大学文学部は、2018年4月に哲学専攻を新設した。いま、なぜ、哲学なのか?アジアにとって、哲学とは何か?理論とプラクティスが、西洋と東洋がクロスする新しい場から5名の創設メンバーが贈る“知”のスタ ーティングガイド。.

世界は存在するのか、しないのか。生命とは、人間とは何か―西田幾多郎の哲学は世界のあり方を根源から問う実在論であった。行為的直観、自覚、絶対無の場所、絶対現在、永遠の今、絶対矛盾的自己同一といった西田独 自の概念を、生命論を手がかりに考察することを通して西田哲学と一体化しつつ、自身の思索を深化させる池田哲学の真骨頂が展開する。ピュシス(自然)の発する声に耳を傾けた、『福岡伸一、西田哲学を読む』の続編。 .

David Bakhurst's 2011 book ‘The Formation of Reason’ explores the philosophy of John McDowell in general and the Aristotelian notion of second nature more specifically, topics to which philosophers of education have not yet given adequate attention. The book's widespread appeal led to the symposium ‘Second Nature, Bildung and McDowell: David Bakhurst's The Formation of Reason’, which appeared in the first issue of the 50th anniversary volume of the Journal of Philosophy of Education in 2016. Despite its obvious educational relevance, (...) whether and how Bakhurst's McDowellian line of philosophical argument shapes the domain of educational enquiry or discourse remains up for debate. The rich contributions of Sebastian Rödl, Paul Standish and Jan Derry help us confront this issue. Proceeding with an analysis that is partly explanatory and partly critical of the central aspects of their respective views, I try to show that the basic attraction of the McDowellian/Bakhurstian line of argument concerning educational thinking is that it enables us to address education in the proper context of the natural and the social. In other words, their depiction of a human being as a natural animal in a normative world allows us not to be perturbed either by the natural-scientific conception of the natural or by the social constructivist thinking of the social, both of which have occasionally distorted how education is addressed and therefore impoverished our understanding of education itself. I conclude with a brief word on the significance of continuing and advancing the conversation initiated by the symposium by noting two viable examples of future work. (shrink)

In philosophy, it is almost a platitude to argue that fact and value intertwine. However, in empirically oriented educational research, it is not. Hence, there is some affinity between logical positivism, which is no longer tenable in philosophy, and empirically based contemporary educational research in terms of assumptions each makes about “the given.” In this essay, Koichiro Misawa casts light on how fact and value intertwine by invoking the notion of “second nature” that John McDowell has reanimated. This will (...) in turn prompt us to see the relation between nature and nurture, as well as between mind and world, quite differently and to discern two senses of “the given”: one is illusory; the other educational. Misawa concludes that the philosophy of education should and can take the lead in forming rigorous interdisciplinary studies of the human future with a certain sensitivity to the tight and complex interweaving between the empirical and the conceptual, or between the factual and the normative. (shrink)

One common denominator between biosemiotics and quantum physics is the participation of agents detecting their surroundings. In biosemiotics, any biological agents as the internal observers including the molecular and cellular ones are involved in detecting their surroundings. Likewise, the physicist as the external observer is also involved in detecting what should be all about the physical world with use of a wide variety of sophisticated measurement apparatuses. On the other hand, the difference between the two is in the nature of (...) the agents of detection involved there. One obvious difference is that although the physicist can report the results of measurement with use of the symbolic language, the biological beings take the indexical act of measurement to simply be a matter of experiencing. The internal observers are phenomenological in constructing something durable as participating in the construction of the phenomenon. In a similar vein, the external observer is also phenomenological in getting into interpreting the constructed durable class property of an object with use of the symbolic language. In particular, the potential use of phenomenology is not limited only to the phenomenologist as the external observer. A possible integration of both the internal and external observers may be sought within quantum phenomenology allowing for the external observer to descriptively make access to the durable objects the internal observers could eventually have constructed. The internal observers are ubiquitous in the environment that functions as the absorbers of whatever quantum particles available there. (shrink)

Approaches to studying the ‘social’ are prominent in educational research. Yet, because of their insufficient acknowledgement of the social nature of human beings and the reality we experience, such attempts often commit themselves to the dualism of scheme and content, which in turn is a by-product of the underlying dualism of reason and nature that has characterised modern thinking. Drawing largely on John McDowell’s argument, this paper attempts to illuminate the sense that nature, nurture and human nature are interconnected and (...) that the capacity to be responsive to reasons is a necessary prerequisite for the essential nature of human beings as social and natural animals at the same time. It ends by acknowledging the importance of philosophy in the study of education as a primary discipline that highlights distinctive features of human beings that make us the kind of beings we are, and by briefly mentioning how we could do more than draw obvious but trivial ‘educational implications’ from McDowell’s argument. (shrink)

This article examines the benefits and burdens of the debate between Paul Hirst and Wilfred Carr over a set of issues to do with philosophy and education specifically and theory and practice more generally. Hirst and Carr, in different ways, emphasise the importance of Aristotelian practical philosophy as an antidote to the theory-oriented confined method of ‘conceptual analysis’ that has haunted the philosophy of education. Despite their proper recognition of the irreducible character of practice to theory, they fail to provide (...) a satisfying account of their interpenetrating relation. Hirst falls into error by fencing off ‘forms of theoretical knowledge’ from ‘forms of practice’; Carr’s dismissive attitude to theory is saturated with internal tensions in his own discourse. This article contends that what is left unaddressed both in Hirst’s and Carr’s arguments is the most fundamental sense of ‘social’, which is prior to relative differences in the standards of knowledge among societies and which reminds us that theory is not a socially disembodied enterprise. A lively appreciation of this point encourages us to see the prevailing outlook towards the relation between philosophy and education quite differently. (shrink)

The central thesis of this article is that the notion of second nature that John McDowell has reanimated has something of ethical and educational importance, thereby possibly extending the borders of the philosophy of education. The argument to this conclusion is the subject of serious consideration and criticism. The aim of this article is therefore to clarify the educational implications of the conception of second nature by responding to the three likely objections: (1) the charge of idealism, (2) the charge (...) of anthropocentrism, and (3) the charge of triviality. Through critical discussions of these criticisms, it is made explicit that second nature, from the outset, illuminates every sphere of the lives of human beings. A lively appreciation of this leads to the conclusion that the issue of how we develop our world of meaning with the conception of second nature should come under the scope of serious philosophical discourse on education. (shrink)

ABSTRACT At the heart of our current environmental predicament lies the issue of our relationship with nature. Michael Bonnett’s educational rehabilitation of nature, which might be called a ‘metaphysical’ turn in nature-related issues, brings us back to the core question of educational-philosophical thinking: how we are to understand ourselves and our relation to the world. In this paper, by confronting his environmental philosophy of education with what John McDowell, in his debate with Hubert Dreyfus, terms the ‘pervasiveness thesis’ – that (...) conceptual rationality in a relevant sense pervades human lives – I try to offer an analytical supplement to the notion Bonnett entertains: that a phenomenological project to ‘retrieve’ nature and ‘ecologise’ education can have massive implications for the character of philosophy of education and the whole enterprise of education. I also argue a confluence of their nature-related ideas adds an educational nuance to the traditional picture of human beings as rational animals. (shrink)

Job-shop Scheduling Problem (JSP) is one of the most difficult benchmark problems. GA approaches often fail searching the global optimum because of the deception UV-structure of JSPs. In this paper, we introduce a novel framework model of GA, Innately Split Model (ISM) which prevents UV-phenomenon, and discuss on its power particularly. Next we analyze the structure of JSPs with the help of the UV-structure hypothesys, and finally we show ISM's excellent performance on JSP.