Open peer commentary on the target article “Arguments Opposing the Radicalism of Radical Constructivism” by Gernot Saalmann. First paragraph: My remarks are basedon the view that mind-and-world structures of subject-inclusive experience are created by individual and collective subjects, and are not derived from pre-existing subject-exclusive structures structuring; see my papers in CF and the Karl Jaspers Forum). I will comment on two points.

In lieu of an abstract, here is a brief excerpt of the content:Beauty, Transcendence, and the Inclusive Hierarchy of Creation1Thomas Joseph White, O.P.Interpreters of Thomas Aquinas have long argued about whether he holds that beauty is a “transcendental,” a feature of reality coextensive with all that exists, like unity, goodness, and truthfulness.2 In the first part of this article, I will argue that Aquinas can [End Page 1215] be read to affirm in an implicit way that beauty is (...) a transcendental. In the second part, I will consider what it might mean from a Thomistic point of view to speak of a transcendent divine beauty, given Aquinas’s metaphysical commitments, particularly with respect to his doctrine of divine simplicity. In the final part, I will treat the question of how the beauty of the creation both manifests and conceals divine beauty.Beauty as a Transcendental Feature of RealityAquinas does not list beauty as a transcendental term in texts on transcendental notions. Perhaps, then, one should simply exclude it from a responsible account of his teaching on this subject. However, at least two well-known texts should give us reason to pause before reaching such a conclusion. One is found in his Commentary on Dionysius’ Divine Names, chapter 4, lectio 5. The other is in his discussion of the beauty of the eternal Son of God in a discussion of the Holy Trinity in the Summa theologiae I, q. 39, a. 8.In the first of these texts, Aquinas is commenting on Dionysius. The extended text is analytically dense. Aquinas is discussing ways in which one might say that God is beautiful and in what ways one might not say so. I will return to his topic below. Here, however, it is pertinent to consider Aquinas’s discussion of the presence of beauty in all that exists. He makes six main points.3 First, all beauty comes [End Page 1216] from God insofar as God is the cause of all that exists. Second, he gives a first definition of beauty: beauty can be defined ontologically as the splendor (claritas) that results from form; everything has a formal determination of some kind insofar as it has existence (esse); therefore, insofar as anything exists (and has some formal ontological content) it has some degree of beauty. Third, the splendor of the form in created things is a participation in the divine splendor from which it originates. The divine nature is the transcendent exemplar of beauty in diverse finite created realities. Fourth, then (and perhaps most importantly), “ex divina pulchritudine esse omnium derivatur”: literally, the existence of everything originates from divine beauty. Fifth, a second definition of beauty is considered: beauty can be defined ontologically as a property of being that emerges from proportion or harmony (consonantia). For example, authentic relationships of personal friendship imply spiritual harmony or concord and are beautiful and noble in this respect. Sixth, then, the concord or beautiful harmonies we find in the created order are expressive of the wisdom of God, who is the author of creation.Evidently, if the existence of everything derives from divine beauty, and if everything that has existence is in some way beautiful by virtue of its intrinsic form, then it would seem to follow logically that beauty, for Aquinas, is a characteristic of being that is coextensive with all that exists. We see a similar idea expressed in the aforementioned passage of ST. Here, however, Aquinas gives a more synthetic definition of beauty in things that combines both the definitions found in our previous discussion, claritas and proportio, but it also adds a third, integritas: ontological integrity or wholeness.Species or beauty has a likeness to the property of the Son. For beauty includes three conditions, “integrity” or “perfection,” [End Page 1217] since those things which are impaired are by the very fact ugly; due “proportion” or “harmony”; and lastly, “brightness” or “clarity,” whence things are called beautiful which have a bright color.4The implication of this point of view is readily apparent. God is essentially beautiful, and God has created all that exists in light of the eternal Word and Wisdom of God, who is the Son. Consequently, all that exists and that... (shrink)

Realities of the formed information society made actual for inclusive education a problem of formation of professionals of the new directions capable to apply information technologies to improvement of interaction between participants of process of distance learning. Until recent time the institute of distance learning had no analogs in our educational system. It has to become one of the most important elements of the organization of remote education. Inclusive education becomes the new strategic direction of modern education in (...) Russia, its program of development to 2020 is designated by the Federal law ‘About the education in the Russian Federation‘ which has come into force on September 1, 2013. Ideas of inclusive training were born from a pressing need of society to help children to be integrated with features of development into society. Without it a creation of a new civilized society, the education system that meets the requirements of the humanistic principles is not possible. In this connection, creation of a substantial and technological basis of the organization of inclusive education of children in the mode of distance learning is an extremely important for today social, moral and pedagogical problem. In its center are the development of the subject, granting equal opportunities to each pupil to build the individual educational trajectory, culturological cultivation of the person capable to take an independent position in relation to external conditions. Distance learning serves as strong and active technology of socialization of such children. However, in the theory and a technique of training, the problem of distance learning of children with disabilities is insufficiently solved that is caused by unavailability of most of teachers to apply these technologies. There is a contradiction between objective practical need of distance learning for children with disabilities and insufficient readiness of a theoretical and technological basis. This is a main problem discussed in the study. In theoretical plan, it is a problem of development of the practical-focused theoretical and technological basis of distance learning of children with disabilities. On the practical level, it is a problem of formation of the subject information and education environment, designing of the contents, definition of methods, pedagogical technologies, the conditions of formation promoting achievement of the planned educational results and development of cognitive independent activity without prejudice to health of children on the basis of the accounting of their individual abilities. Technological effectiveness of the purposes is provided with prediction of educational results, their expression through requirements to actions of pupils. Recent time, children only start studying and mastering remote technologies therefore, first of all, they have to seize rational ways of educational activity and learn to work with information, i.e. priority value has to be allocated for formation of informative and logical and informative and information universal educational actions. (shrink)

The essay aims to offer some thoughts about the configuration of the subject as a category of analysis for the understanding of citizenship. For this purpose, two key dimensions are outlined: ideal and empirical. The arguments presented allow an understanding of citizenship as a symbolic construct fraught with tension, beyond the legal and administrative dimension; for example, through its links with migration, racism and identity. Finally, it presents what we have called the ideal-empirical subject, as a construct that (...) contributes to the understanding of social reality from the perspective of the subject as irreducible singularity. The central thesis of this essay is that citizenship, as a construct supported in the inclusion exclusion dichotomy, operates as a shaping element of the ideal-empirical subject in modern societies, and more specifically in globalized post-industrial societies. El ensayo tiene por objetivo exponer algunas reflexiones relativas a la configuración del sujeto como categoría de análisis para la comprensión de la ciudadanía. Para estos efectos se plantean dos dimensiones claves, la ideal y la empírica. Los argumentos que se presentan permiten captar la ciudadanía como un constructo simbólico cargado de tensiones, más allá de la dimensión jurídica y administrativa; por ejemplo, por medio de su articulación con las migraciones, el racismo y la identidad. Finalmente se expone lo que hemos denominado el sujeto ideal-empírico, como constructo que contribuye a la comprensión de la realidad social desde la perspectiva del sujeto, en tanto singularidad irreductible. La tesis central de este ensayo es que la ciudadanía en tanto constructo sustentado en la dicotomía inclusión exclusión opera como elemento modelador del sujeto ideal-empírico en el escenario de las sociedades modernas y más específicamente en las sociedades postindustriales globalizadas. (shrink)

Scientists have always attempted to explain the world in terms of a few unifying principles. In the fifth century B.C. Democritus boldly claimed that reality is simply a collection of indivisible and eternal parts or atoms. Over the centuries his doctrine has remained a landmark, and much progress in physics is due to its distinction between subjective perception and objective reality. This book discusses theory reduction in physics, which states that the whole is nothing more than the sum (...) of its parts: the properties of things are directly determined by their constituent parts. Reductionism deals with the relation between different theories that address different levels of reality, and uses extrapolations to apply that relation in different sciences. Reality shows a complex structure of connections, and the dream of a unified interpretation of all phenomena in several simple laws continues to attract anyone with genuine philosophical and scientific interests. If the most radical reductionist point of view is correct, the relationship between disciplines is strictly inclusive: chemistry becomes physics, biology becomes chemistry, and so on. Eventually, only one science, indeed just a single theory, would survive, with all others merging in the Theory of Everything. Is the current coexistence of different sciences a mere historical venture which will end when the Theory of Everything has been established? Can there be a unified description of nature? Rather than an analysis of full reductionism, this book focuses on aspects of theory reduction in physics and stimulates reflection on related questions: is there any evidence of actual reduction? Are the examples used in the philosophy of science too simplistic? What has been endangered by the search for (the) ultimate truth? Has the dream of reductionist reason created any monsters? Is big science one such monster? What is the point of embedding science Y within science X, if predictions cannot be made on that basis? (shrink)

In recent years, Rosi Braidotti has proposed to explore the “intersectionality” of natural, social and technological determinations in order to provide a non-dualistic theoretical framework for what she defines as the “critical posthumanities.” In this paper, I polemically engage with Braidotti’s theoretical project by reconstructing the methodological principle through which she endeavors to disentangle the dualisms presupposed by anthropocentrism and humanism. I will argue that the upshot of this methodological procedure is a hypostatization of subjective structures into reality which (...) in turn facilitates an ontological transposition of the political concept of inclusiveness. In highlighting the formal procedure of inclusion by which the posthuman subject conceptualizes difference, this article provides a set of objections to Braidotti’s methodology by evaluating it in terms of the Marxian critique of speculative abstractions. (shrink)

In this piece I have stated my case for the importance of the inclusion of subjectivity in the study of women's poverty. The relevance of the ideas discussed herein is not confined to this one research area, for the project of incorporation is crucial to any field of research which has a pertinence to the practical realities of women's lives. I have noted how through talking and prioritising principles we run the danger of evacuating the subject, for principles cannot (...) take into account the diversity of women's experiences based upon class, race, ethnicity, religion and sexual affiliation. I have also outlined the benefits that accrue to both researcher and participant, with the researcher gaining better insight and understanding of the women she is concerned with and accountable to in her work, and the participant being given the opportunity to tell her own story of her life, rather than have it told solely by the outsider interpreting it. As such she is actively participating in her life rather than simply being led through it, resulting in a form of empowerment that might otherwise be denied her. Subscription has been made to interviewing as a means of incorporating subjectivity into the research project. But the interview as a technique has been problematised, for only through problematisation can we hope to improve our research and strive to ensure that we heed the lessons we and others have learned through our practical activities. I am indebted to those more experienced feminist researchers whose work has influenced this project. And finally, this piece serves as a reminder to others engaged in work about or with women, that women in all diversity are the subjects we should be concerned with in debates on the subject of poverty. Lest we forget .. (shrink)

Purpose:Human navigation skills are essential for everyday life and rely on several cognitive abilities, among which visual-spatial competences that are impaired in subjects with cerebral palsy. In this work, we proposed navigation tasks in immersive virtual reality to 15 children with CP and 13 typically developing peers in order to assess the individual navigation strategies and their modifiability in a situation resembling real life.Methods:We developed and adapted to IVR an application based on a 5-way maze in a playground that (...) was to be navigated to find a reward. The learning process, navigation strategies, and adaptation to changes were compared between participants with CP and their TD peers and correlated with visual-spatial abilities and cognitive competences.Results:Most participants with CP needed more attempts than TD participants to become proficient in navigation. Furthermore, the learning phase was correlated to visual-spatial memory but not with cognitive competences. Interestingly, navigation skills were comparable between groups after stabilization. While TD participants mainly relied on allocentric strategies based on environmental cues, egocentric strategies based on body motion prevailed in participants with CP. Furthermore, participants with CP had more difficulties in modifying their navigation strategies, caused by difficulties in executive processes beyond the visual-perceptual impairment, with an inefficient shift between implicit and explicit competences.Conclusions:The navigation abilities in participants with CP seem to be different from their TD peers in terms of learning and adaptation to new conditions; this could deeply affect their everyday life and ultimately participation and inclusion. A regular assessing and focused rehabilitative plans could help to better navigate the environment and affect self-perception. (shrink)

Ḥadīths have been preserved and recorded in various ways since the Companions. These activities continued dur-ing the Tābiīn (the successors of the Companions) Period. So much so that these methods have formed the infra-structure of other methods that will emerge later. In this context, before the 70's (A.H.), works named al-Aṭrāf appeared. However, these first works consisted of the notes that they wrote some of the ḥadīths before coming to the science assemblies to help students remember in ḥadīth learning. Ḥadīth (...) scholars have adopted and applied this method in a very short time. Thus, this method also provided the opportunity for the formation of the first written ḥadīth documents. In addition, with the writing of ḥadīth works, it has turned into a system of al-Taṣnīf and al-Takhrīj in order to make maximum use of these books and to reach the source of a narration that is tried to be found. As a result, al-Aṭrāf literature, which can be evaluated as index, has emerged. As a matter of fact, the first examples of this literature, arranged alphabetically according to the names of the Companions or ḥadīth texts, started to be given since the 4th (A.H.) century. In this way, the way to quickly benefit from the accumulation of the ḥadīth area has been opened. This article focuses on the historical adventure of al-Aṭrāf and their contributions to the ḥadīth field, as well as literature knowledge of the works of al-Aṭrāf which are of great importance for both al-Kitābah, al-Taṣnīf and al-Takhrīj.Summary: In order to understand and practice the religion of Islām, great efforts have been made both in the past and later periods in order to convey the words, verbs, interpretations and qualifications of the Prophet to the next genera-tions as they are protected from all kinds of falsification and changes. This process, which started with memoriza-tion and partly writing at the beginning, has gained momentum with the use of other methods since the period of Tābiīn. In this context, the method of aṭrāf was started to be used to facilitate memorization, to be a reminder, and to transmit the ḥadīth through the hearing of the ḥadīth sheikh. The first examples of this method were seen by Muḥammad b. Sīrīn during his participation of his teacher Abīde/Ubayda Salmān in the scholarly assembly. At this stage, the relevant method was manifested as writing a passage from the beginning of the ḥadīth. Thus, the aforementioned method, which had great contributions in recording and memorizing ḥadīths in accordance with the original, has gained widespreadness and application among the ḥadīth scholars like Ubeydullaḥ b. Omar, Shu’bah b. al-Ḥajjāj, Sufyān as-Sawrī, Mālik b. Anas, Ismāīl b. Ayyāş and Vakī b. Jarrāḥ in a very short time. In this context, Yazīd b. Zuray’ stated that he went to his teacher without his aṭrāf work of ḥadīths which he transmitted from Shu’bah and listened to ḥadīth in this way. Therefore, this mentioned event is important in terms of putting forth that Shu’bah allowed the aṭrāf method in his assemblies. The method was used by Aḥmad b. Ḥanbal, who traveled to Madīnah to convey the reports recorded with the mentioned method of his teacher Abū Alḳama al-Farawī and at the same time listen to the related transfers from him, but who could not reach his goal. Therefore, the related narrations show that aṭrāf method was used effectively by ḥadīth scholars to remember the ḥadīths in the 1st and 2nd centuries, so sections from the narrations were written during the preparatory stage before coming to the scholarly assembly. Ultimately, the importance of these works, which manifest in different ways and offer great contributions to writing, is an undeniable reality for the history of ḥadīth.Aṭrāf, the plural form of taraf that literally means the side and edge of something, mean a section, phrase or first part that indicates the whole of the ḥadīth. This method, along with the formation of ḥadīth literature, has been started to be given as a name to the works organized alphabetically according to the name of the Companions or ḥadīth texts by mentioning some of the ḥadīths with the 4th century. In this sense, aṭrāf has started to become a unique literature in a sort of taṣnīf and takhrīj method in order to make use of the ḥadīth writing easier.Aṭrāf studies may aim to bring together the isnāḍs (chains of transmitters) in all books, or they can be limited to the chains in certain books. Aṭrāf books contain the ḥadīths in the Ṣaḥīḥān or Kutub al-Sittah and are written in alphabetical form based on the name of the companions or according to the texts of ḥadīth. The first of these, which has the attribute of the musnad in a sense, is arranged in alphabetical order according to the name of the Companion, and if there are many people who narrate from him, according to the names of the tābiīn and taba-i tābiīn (successors of the tābiīn). Accordingly, the narrations of each companion were determined and listed in al-phabetical order in aṭrāfs in musnad-type, and a passage was written from the ḥadīths and marked as books/chapters in the places of relevant narration. On the other hand, the second type of aṭrāf books were ar-ranged by giving a few words from a section that allows remembering the head or all of the ḥadīths without in-cluding chains, and then placing these texts in alphabetical order.The type of aṭrāf offers the opportunity to see different chains of narrations together and provides many facilities for the ḥadīth researchers. Therefore, ḥadīth researchers show great interest in this genre. Aṭrāfs provide many benefits for both ḥadīth chain and text. In this respect, it is possible to talk about many advantages of the ḥadīth to its transmister such as the determination of mutawātīr, garīb, azīz, mashhūr, mutābī or the testimony of ḥadīth; to provide facility to make a reputation research of a riwāyah (narration), to provide an opportunity to determine the location of the narrations in the primary sources; to detect the link or any blackout in the chain, to reach the nu-merical knowledge of ḥadīth narrated by a companion or other narrators, to obtain information about narrators whose identity is not explicitly stated, to know the first narrator, to provide the protection of the ḥadīths from taḥrīf or alteration, to give the opportunity to identify the subject they contain, to be able to obtain text integrity by getting various chains, the detection of the sabab al-wurūd (the context of ḥadīth).Due to the contributions we have mentioned above, many books on aṭrāf literature that started with Abu’l-Ḥasen Ali b. Omar ad-Dārakutnī have been published. Among them Aṭrāfu’s-ṣaḥīḥayn/el-Jem`u bayna’s-ṣaḥīḥayn by Abū Mas`ūd Ibrāhīm b. Muḥammad b. Ubayd ad-Dimashkī, Aṭrāfu’s-ṣaḥīḥayn by Abū Muḥammad Ḥalaf b. Muḥammad b. Ali al-Vasiṭī, Zaḫāiru’l-mavārīs fi’d-dalālati alā mavāzi`i’l-hadīs by Abdülganī b. İsmāīl en-Nāblūsī and Tuḥfatu’l-ashrāf bi ma`rifati’l-aṭrāf by Abu’l-Ḥajjāj Yūsuf b. Abdurrahman el-Mizzī can be mentioned. Some of the related works are arranged in musnad style while others are arranged according to the first word of ḥadīth texts. As a result, the method of aṭrāf has become a kind of indexer in order to facilitate reaching the source of the re-ports and make the highest level of use required by the classification and bookings of the ḥadīths in the 3rd centu-ry. These works, arranged alphabetically in the name of the Companions or according to the texts of the ḥadīth, have taken their place in the history of the ḥadīth with their many examples, both in the form of taṣnīf and the method of takhrīj by mentioning a part of the ḥadīth by the head. (shrink)

Frantz Fanon offers a lucid account of his entrance into the white world where the weightiness of the ‘white gaze’ nearly crushed him. In chapter five of Black Skins, White Masks, he develops his historico-racial and epidermal racial schemata as correctives to Merleau-Ponty’s overly inclusive corporeal schema. Experientially aware of the reality of socially constructed (racialized) subjectivities, Fanon uses his schemata to explain the creation, maintenance, and eventual rigidification of white-scripted ‘blackness’. Through a re-telling of his own experiences (...) of racism, Fanon is able to show how a black person in a racialized context eventually internalizes the ‘white gaze’. In this essay I bring Fanon’s insights into conversation with Foucault’s discussion of panoptic surveillance. Although the internalization of the white narrative creates a situation in which external constraints are no longer needed, Fanon highlights both the historical contingency of ‘blackness’ and the ways in which the oppressed can re-narrate their subjectivities. Lastly, I discuss Fanon’s historically attuned ‘new humanism’, once again engaging Fanon and Foucault as dialogue partners. (shrink)

Citizenship and residency are basic conditions for political inclusion in a democracy. However, if democracy is premised on the inclusion of everyone subject to collectively binding decisions, the relevance of either citizenship or residency for recognition as a member of the polity is uncertain. The aim of this paper is to specify the conditions for being subject to collective decisions in the sense relevant to democratic theory. Three conceptions of what it means to be subject to collectively (...) binding decisions are identified and examined, referring to those subject to legal duties and legal powers or to those subject to legal duties and state institutions. The contrast between them is most clearly illustrated in relation to non-residents, those not present in the territory of the state. The extraterritorial dimension of the law thus highlights a fundamental ambiguity in the theory of democracy concerning the extension of political rights. (shrink)

Purpose: Understanding the place of Ernst von Glasersfeld's Radical Constructivism (RC), and some of its implications, in the development of epistemology. Design: Characterization of two main options for the content of "knowledge" (without and with belief in mind-independent structures), sketch of their history in occidental thought; comparison of their properties concerning subjectivity, objectivity, second-order cybernetics, reliability of mental tools, and the needs and mechanisms for certainty and overall structures. Findings: Awareness that we structure mental working tools can, as RC suggests, (...) replace belief in mind-independent reality, and this change dissolves the conceptual problem of metaphysics-ontology, but also eliminates the certainty expected from it, which raises the possibility of relativism. Working-concepts cannot be deconstructed because they imply no ontological claims. Subject(s) are necessarily included in all knowledge (which does not mean solipsism): because subjective experience encompasses all mental tools, including those of objectivity and mathematics, while in contrast the subject itself cannot become an objective system. Practical reliability of mental tools differs from subjective certainty, which requires an ontological leap of faith to positive beliefs: for specific tools including automata, and for positive holistic structures. However, in agreement with the constructivist view, holistic views can instead have an unstructured center, with reliability = viability, which prevents relativism. In sum, belief in mid-independent reality is needed for certainty if desired; for all other purposes constructivism is more helpful. Implications: The change in view suggested by von Glasersfeld's work is of relevance for a number of fields of study with conceptual problems (such as the mind-brain relation). However, due to their generality, the implications will need evaluation in specific instances. The question of certainty needs attention for practical reasons. (shrink)

The term 'sexual inclusion’ is commonly taken to refer to the adjustment of our social and educational practices to counteract prejudices that are connected to sex. The project of sexual inclusion can be used, for example, to advocate against the discrimination of the LGBTQIA+ (gay, bisexual, trans, queer, intersex, asexual, ally, and others) community or certain unconventional BDSM (bondage and discipline, dominance and submission, sadism, and masochism) dynamics and activities. This essay, however, takes sexual inclusion as the project that promotes (...) the equal and largely indiscriminatory opportunity for each person to engage in meaningful and pleasurable nonmorally good sexual experiences, because, as I will argue, sex is part of what it means to live a flourishing and good human life. This essay focuses specifically on nonmorally good sex, how we experience it, and its fundamental role in promoting sexual inclusion – if one does not experience nonmorally good sex, one cannot feel or be considered as being sexually included. To have a better grasp on the project of sexual inclusion and what it is, I discuss the different mechanisms that can lead to sexual exclusion and how experiencing sexual exclusion can hinder our progress towards living a good and flourishing life. I conclude that due to its subjective nature, the experience of nonmorally good sex itself challenges and limits us in our pursuit of the advancement and achievement of sexual inclusion. Engaging in a sexual activity with another person due to the motivating reasons to provide that person with a nonmorally good sexual experience (with the goal of advancing their sexual inclusion), is not an input-output kind of process. If we are unable to guarantee nonmorally good sex for others, the result is that we cannot guarantee their sexual inclusion either. (shrink)

This paper discusses the results of the international applied research project ‘UniDiversity – Universities Towards Diversity’ that examined what discriminatory attitudes, beliefs and behaviours based on sexual orientation, gender identity and sex characteristics (SOGISC) exist in the Lithuanian, Greek and Italian academic environment. Specifically, this paper analyses how LGBTI+ individuals conceive of different forms of discrimination in the Lithuanian academic environment. The paper fills the knowledge gap in terms of intolerance and discrimination against LGBTI+ individuals at Lithuanian higher education institutions (...) and provides its theoretical explanation. By focusing on the empirical data collected from survey and focus group interviews, the paper interprets them within the framework of both the sociopolitical context and theoretical debates about heteronormative attitudes. The paper argues that there exists a gap between the declarative openness to LGBTI+ people within Lithuanian universities and persisting stereotypes and discriminatory attitudes towards them. (shrink)

How do we know what we know? • How do we perceive ourselves and the world around? • Is what we perceive the only reality that exists? (or) • Is there a different reality other than what we perceive? (Not referring to the source of C, but to the CoC, in the very limit of our physical structure).

Ludvig Beckman’s The Boundaries of Democracy offers a sophisticated account of the boundary problem, developing a version of the all-subjected principle understood to involve relations of ‘de facto authority’. I explain the central claims of the book, raise some problems, and suggest some ways in which I think the account could be fruitfully further developed.

The study of the subjectivity and the subject appears today as a disputed field by different perspectives. In this article, we expose a framework to understand the subjectivity in a cultural historical approach and we propose theoretical, methodological and axiological issues for the study of subjectivity. We discuss the place of discourse in the study of social subjectivity through structuralism’s positions and proposals of social constructionism. Finally, we defend that the Critical Discourse Analysis proposed by Norman Fairclough as a (...) solid theoretical-methodological perspective for the study of the complex links between subjectivity, discourse and social reality. We propose that this approach, based on categories such as discursive practice, social practice hegemony, discursive order, intertextuality and discursive shift, can address the theoretical, methodological and axiological challenges regarding the study of subjectivity. El estudio de la subjetividad y del sujeto aparece en la actualidad como un campo en disputa por distintas corrientes y posiciones. Las propuestas para el estudio del campo de la subjetividad variarán de acuerdo a las concepciones teóricas y supuestos que sobre ella se tengan. En el presente artículo se plantean una serie de desafíos teóricos, metodológicos y axiológicos necesarios de afrontar para el estudio de la subjetividad. Asimismo, se discute el lugar del discurso en el estudio de la subjetividad social, debatiendo con las posiciones estructuralistas y con las propuestas del construccionismo social. Por otra parte, se expone una forma de comprender la subjetividad desde el enfoque histórico cultural y, en consistencia con lo anterior, se plantea una perspectiva teórica-metodológica pertinente para abordar las complejas relaciones entre subjetividad, discurso y realidad social: el Análisis Crítico del Discurso propuesto por Norman Fairclough. Proponemos que este enfoque, a partir de categorías como práctica discursiva, práctica social, hegemonía, orden discursivo, intertextualidad y cambio discursivo, permite abordar los desafíos teóricos, metodológicos y axiológicos antes planteados respecto del estudio de la subjetividad. (shrink)

Purpose: To show that the mind--brain relation can be understood from a perspective that keeps the mind at the center. Problem: Since at least the time of Augustine, the puzzle of the mind--brain relation has been how the mind is attached to, or originates from, the body or brain. This is still the prevalent scientific question. It implies assumption of a primary (ontological) subject--object split, and furthermore that subjective experience can be derived from, or even reduced to, a fictitious (...) mind-independently pre-structured reality. This belief in mind-independent reality is closely related to the development and use of language. It in turn means that the mind cannot be real because it cannot be mind-independent and so disappears from discussion, preventing access to the mind--brain question. Solution: The problem requires an epistemology which keeps subjective experience at the center but does not interfere with objective methods. The un-testable proposition of mind-independent structures can be re-formulated as the use of templates for thinking: a method created by humans, a knowable tool, that is, "working" or "as-if" ontology-metaphysics. Truth and reality, including the reality of objective brain activity, then become working tools within ongoing subject-inclusive encompassing experience. Conclusion: The traditional mind--brain puzzle is the result of erroneous premises, and can be replaced by the question: how does working-objective knowledge originate within encompassing experience? This is a novel and contradiction-free approach to studies of the mind--brain relation and related questions. (shrink)

The educational doctrine of The Great Didactic as one of the “grand narratives” suffered its complete setback as a result of events that took place in Paris in 1968. Students stopped believing in the correctness of the entrenched education system with its goals and ideals, and from the inside they “blew up” the “walls” of universities, which continued to follow the traditional teaching methods and content of the learning process. According to the author of this study, the ideological explosion inside (...) the society in the form of a revolutionary riot of students of the Parisian universities in May 1968, who protested against the existing education system as a whole and against the current structure of the relationship between the actors of the educational process, served as a symbolic and actual end of the didactic era of John Amos Comenius and as a beginning of a new poststructuralist didactics. It is important to note that the destruction of the boundaries of the traditional educational space, which led to the emergence of a new type of university, was precisely due to the forces within the classroom curriculum. Today pedagogy is unable autonomously, through its own theories and scientific instruments to determine whom to teach because the student from the subject turns into a subject+, virtually migrating in the cyber-educational space through all sorts of gadgets, which form the prosthetic skeleton of the modern learners - schoolchildren, students. The trajectory of child’s education should not be rigidly determined by curricula and programmes. Teaching in the school should be organized by a teacher on the principle of “ad hoc.”. (shrink)

In this paper, we argue on the ability of science to capture the true subjective experience of life, blinded within the limits of its reductionist approaches. With this approach, even though science can explain well the physics behind the objective phenomenon, it fails fundamentally in understanding the various aspects associated with the biological entities. In this sense, we are skeptical to the present approach of science and calls out for a more fundamental theory of life that considers not only the (...) objectivity aspect of a biological entity but also the subjective experience as well. It raises questions as to what does it takes to develop a new science from a subjective standpoint. (shrink)

There are persons with disabilities in each society. Theinclusion of PWDs by society, as supported by the United Nation’s sustainabledevelopment goals, could be encouraged by advertising. Advertising’sinfluence on one’s worldview is obvious with cultivation theory espousing thephenomenon that prolonged viewing of television could fashion audiences’worldview by making them believe that the images projected are accuratedepictions of reality. PWDs not only nurture compassion within us but provideus with a wealth of opportunities by coming up with inventions that improvetheir quality of (...) life. These inventions could empower PWDs by giving themgreater independence. The global brand, Apple, through its technologicaldevices, gives PWDs jobs, a platform for expression and dignity. Apple hascreated a series of video advertisements that depict its embrace of inclusionthrough its technological innovations. The study examines selected Apple’svideo advertisements using critical discourse analysis. The outcomeof the study is a framework for brands to use as a guide when incorporatingadvertising images on the inclusion of PWDs. (shrink)

In this note, I point out some implications of the experiential principle* for the nature of the relationship between language and the world. I argue that this principle implies the existence of a certain relationship between linguistic tokens and facts, and that this relationship undermines most critiques of the referentiality of language.

With the rise of analytical philosophy the criticism against Hegelianism has become increasingly shrill, and signs of an embarrassment that Hegel's philosophy should ever have arisen are noticeable in such inftuential works as those of Karl Popper and Hans Reichenbach, to mention but a few. However, many contemporary philosophers stress what is called subjectivity, conceiving reality as susceptible of methodical analysis only to the extent that it is in and for the subject. What is more, they not only (...) insist on the importance of the subject for philosophy, but maintain that the subject must be conceived as the principal determinative of true objectivity. Since knowledge depends for its possibility on the inseverable correlatives of consciousness and reality, they would grant that a proper importance must be given to both subject and object. Still, exemplifying the relational principle within the unity of a dual structure, the subject serves as an exclu sive agent that provides ingress into the meaning of the object. (shrink)

THE VIEW FROM NOWHERE by Thomas Nagel New York: Oxford University Press, 1986. 244 pp., $19.95.

Like Kant at his time, Jürgen Habermas wants to encourage the reader to use his „reasonable liberty“. There is no doubt, that the philosophical positions of Kant on the one hand and of Hegel on the other hand hold, until today, a key role in the development of the „discourse of modern age“. In order to oppose a short-circuited synthesis of both systems, which are obliged to the idea of liberty quite differently, this essay demonstrates the substantial differences regarding to (...) elementary concepts like peculiarity of the individual will, law and legislation, people and sovereignty of the people. That both philosophers differ in their interest of questioning becomes quite clear regarding to the citizen/state relation. While Hegel tries to describe the reality of the state as a „moral universe“ and therefore as „reality of reason“, Kant is interested in knowing about the potential state togetherness of individuals which have experienced in them the „radical evil“. The differences concerning the estimation of the „subjective“ individual will in its relationship to the „objective“ will of „generality“, concerning also the (Rousseauian) concept of contract and the citizens as „co-legislators“ are culminating in the relationship between „law“ and „morality“. Whereas Kant (wrongly) ignores ethos and history, Hegel is lacking the concept of „intersubjective communication“ (so Habermas states). From both insufficiencies conclusions are resulting which are important for coping with the actual difficulties with „inclusion“ and „integration“. (shrink)

Young proposes an extremely important definition of social groups, which champions the flexible nature of the concept over attempts to freeze and fix the content of groups' identity on a cultural basis. Young shows an increasing disaffection with claims for groups' legislative presence that results in the abandoning of an essential definition of groups and the promotion of an analytical one. This entails that social groups remain the instruments to acknowledge and reproduce patterns of injustices, yet mechanisms to enhance effective (...) inclusion of marginalized groups do not depend on political mobilization around groups' shared backgrounds. This increasing rejection of social groups as privileged instruments of political mobilizations leads me to elaborate an Arendtian `inessential coalition', viewed as the development of Young's reworking of the concept of social groups. (shrink)

The question of who should be included in democratic decision-making is known as the boundary problem in democratic theory. I identify two requirements that a satisfactory solution to the boundary problem must satisfy, i.e. the Considered Judgment Requirement and the Value Requirement. I argue that the two most prominent solutions to the boundary problem—the all-affected principle and the all-subjected principle—fail to satisfy these requirements. Instead, I propose an equal relations principle and show that it satisfies the requirements. It turns out (...) that relatedness, and not affectedness or subjectedness, is what fundamentally explains who should be included. (shrink)

AimsIn this pilot mixed-methods study, we examined the participants experiences of engaging in virtual drawing tasks and the impact of an olfactory stimulus on outcomes of affect, stress, self-efficacy, anxiety, creative agency, and well-being.MethodsThis study used a parallel mixed-methods, simple block randomization design. The study participants included 24 healthy adults aged 18 to 54 years, including 18 women and six men. The participants completed two 1-h immersive virtual art making sessions and were randomly assigned to receive either a fragrance or (...) a non-fragrance condition for the first session. Quantitative and qualitative datasets were collected concurrently and integrated during data analysis.ResultsThe quantitative results indicated that the fragrance condition demonstrated a significant reduction in negative affect, namely, reduced feelings of negativity when compared to the non-fragrance condition. A trend toward improvement in self-efficacy was also seen in the fragrance condition. No significant changes were found for fragrance or non-fragrance conditions for positive affect, anxiety, and creative agency. The qualitative findings included five themes related to art making experiences in virtual reality in both conditions: fun and joy; novelty of virtual media, experimentation, and play; relaxation and calm; learning curve; and physical discomfort and disorientation. Four themes were identified for virtual art content and visual qualities: nature imagery, references to memories and personal symbols, fantasy and play within imagery, and depiction of everyday objects.ConclusionsOverall, the participants reported positive responses to the novel virtual art making experiences which were further heightened by the inclusion of the fragrance stimulus for negative affect. These preliminary findings need to be replicated with larger sample sizes to confirm the outcomes and the trends that were seen in this pilot study. Further research is recommended to examine the differences between experiences of virtual and traditional art media and to examine different olfactory stimuli promoting focus and concentration. (shrink)

ABSTRACT Schmidt introduces the Aristotelian term “koinonia” as denoting a political community which aims to achieve a common good for society as a whole. A good that promotes the flourishing of every party involved. In addition, Schmidt adopts further insight about the term by engaging more thoroughly in discourse about it, realising that this easily extends to the term taking on tenets of communities such as a family. Within family, the terms address even more specific relationships, such as husband and (...) wife, parents and children, sibling relationships, etc. Essentially, Aristotle’s premise of common good persists even in these specific relationships, so much so that Schmidt highlights the pillars which sustain the pursuit of the common good. These pillars are justice, fairness and reciprocity, all grounded in good will and fellowship. This goodwill and fellowship among African parents in a community is to assist each other in raising children in the community and ensure they are grounded in African values, hence the African proverb “a single hand cannot raise a child”. In fact, biological parents may draw from the knowledge of the elderly in the community who can assist in instilling values in the youth. The importance of this is that the elderly in African communities are valued not only as those who sustain order in the community, but are also the custodians of African value systems which younger generations should ideally be grounded in. With the introduction of technology, the digital divide seems to be presenting a challenge when it comes to the solidarity of African parents, as a village, raising their children. Hence, a strategy is required for modern African parents to not abandon this solidarity afforded by their cultural values. The communal way of raising their children should persist in order to preserve the African value of parental solidarity in raising children, even in the midst of what technology and the digital divide presents to the African community. (shrink)

José Ortega y Gasset,, Spanish writer, philosopher and revolutionary was noted for his humanistic criticism of modern civilization. His best known work, The Revolt of the Masses earned him an international reputation. In it, he decried the destructive influence of the mass-minded, and therefore mediocre, people, who, if not directed by the intellectually and morally superior minority, encourage the rise of fascism and totalitarianism.

Since Descartes “separation” of the Soul from the Body, we observe a complete confusion in their causal, functional, and semiotic relationships. However, in modern knowledge (about the informational activity of the human brain, the functional and causal properties of its neural networks, the functions of psychic phenomena during the processing of information in it, about the causal “ability” of information) it is time to put an end to this problem. Here, in order to explain what I am talking about, I (...) will use the notion of “information” (which had been unknown by Descartes) regarding the “dispute” between Mind & Body (the Physicality and the Mentality) for “the right” to be a more fundamental ontology of Reality. I will do this by introducing an “arbitrator” — the Objective Reality. This goal is achieved through the study of information activity of the human brain. In the process of this study, it turns out that the information activity of the brain in principle cannot be carried out without mental phenomena. That is, it turns out that the classical physical causality, which operates in the neural networks of the brain, is not able, by itself, without mental phenomena, to implement the information operations that the human brain actually performs. It also turns out that the functional inclusion of mental phenomena (at least, the phenomena of subjective evaluation and mental images) in the neurophysiologic (by and large, physical) activity of the brain explains the possibility and necessity of functional inclusion in this information processing the phenomenon of freedom of choice. After all, the processing information in the brain through mental phenomena allows more than one degree of freedom than it is “allowed” by any physical process. (shrink)

Many criminal offenders come from disadvantaged backgrounds, which punishment entrenches. Criminal culpability explains some disadvantageous treatment in state-offender interactions; yet offenders remain people, and ‘some mother’s child’, in Eva Kittay’s terms. Offending behaviour neither erases needs, nor fully excuses our responsibility for offenders’ needs. Caring is demanded in principle, recognising the offender’s personhood. Supporting offenders may amplify welfare resources: equipping offenders to provide self-care; to meet caring responsibilities; and enabling offenders’ contribution to shared social life, by providing support and furthering (...) the choices of others seeking to engage with them. The desistance paradigm (viewing desistance from offending as a process, following from an offender’s active choice in the context of stabilising social structures and personal circumstances), implies that a supportive environment may facilitate reduced recidivism. While decisions about criminal culpability need justice, we may use state resources most effectively by also including care ethics in our thinking about punishment. (shrink)

Chasing Reality deals with the controversies over the reality of the external world. Distinguished philosopher Mario Bunge offers an extended defence of realism, a critique of various forms of contemporary anti-realism, and a sketch of his own version of realism, namely hylorealism. Bunge examines the main varieties of antirealism - Berkeley's, Hume's, and Kant's; positivism, phenomenology, and constructivism - and argues that all of these in fact hinder scientific research. Bunge's realist contention is that genuine explanations in the (...) sciences appeal to causal laws and mechanisms that are not directly observable, rather than simply to empirical generalisations. Genuine science, in his view, is objective even when it deals with subjective phenomena such as feelings of fear. This work defends a realist view of universals, kinds, possibilities, and dispositions, while rejecting contemporary accounts of these that are couched in terms of modal logic and 'possible worlds.'. (shrink)

The subject of the thesis is the relationship between aesthetic and God. It aims to discuss whether the sense of beauty is proof of the existence of God and to determine the plausibility of aesthetic proof. As a matter of fact that reality and the perception of beauty point to two-way consciousness. In this context, it will be inevitable to mention God's relation with consciousness in the emergence of beauty. In the first part, the concepts of aesthetics will (...) be analyzed, and their philosophical discussions will be investigated. In the second part, the source of beauty will be questioned, and beauty will be grounded way of a priori and a posteriori with God. Afterward, aesthetic proofs will be presented and an evaluation will be made in the context of naturalistic claims and objections. Among the traditional arguments in the philosophy of religion, aesthetic proof offers a value-oriented approach rather than a mechanical view. It appreciates beauty from an inclusive perspective and has an existential aspect. The study concentrates on the nature of beauty and aesthetics, philosophical discussions, and the rational value of aesthetic proof and concludes that it is rational to suppose that the existence of God can be ontologically and epistemologically explanatory for aesthetic properties. (shrink)

An important theme running through D.H. Mellor’s work is his realism, or as I shall call it, his objectivism: the idea that reality as such is how it is, regardless of the way we represent it, and that philosophical error often arises from confusing aspects of our subjective representation of the world with aspects of the world itself. Thus central to Mellor’s work on time has been the claim that the temporal A-series (previously called ‘tense’) is unreal while the (...) B-series (the series of ‘dates’) is real. The A-series is something which is a product of our representation of the world, but not a feature of reality itself. And in other, less central, areas of his work, this kind of theme has been repeated: ‘Objective decision making’ (1980) argues that the right way to understand decision theory is as a theory of what is the objectively correct decision, the one that will actually as a matter of fact achieve your intended goal, rather than the one that is justified purely in terms of what you believe, regardless of whether the belief is true or false. ‘I and now’ (1989) argues against a substantial subjective conception of the self, using analogies between subjective and objective ways of thinking about time and subjective and objective ways of thinking about the self. And in the paper which shall be the focus of my attention here, ‘Nothing like experience’ (1992), Mellor contests arguments which try and derive anti-physicalist conclusions from reflections on the subjective character of experience. A common injunction is detectable: when doing metaphysics, keep the subjective where it belongs: inside the subject’s representation of the world. (shrink)