1. 하나가 여럿에게 가는 길 - 2008년 11월 동아시아 경제공동체포럼 기조강연, 인천 드림시티에서 2. 물 - 마음과 돈과 물의 시대에 부쳐 3. 님 - 획기적 재분배의 이원집정제에 관하여 4. 도깨비 - ‘신의 우물’ 근처에서 춤추는 가난한 도깨비 이야기 5. 혁신 - 중국의 혁신은 ‘법혜월’과 같은 화엄개벽의 여성!

The present paper analyzes the self‐generated explanations (from talk‐aloud protocols) that “Good” and “Poor” students produce while studying worked‐out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self‐explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such (...) learning results in example‐independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self‐explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self‐explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation‐based learning to account for these psychological findings. (shrink)

This paper deals with a foundational aspect of Integrated Information Theory of consciousness: the nature of the relation between the axioms of phenomenology and the postulates of cause-effect power. There has been a lack of clarity in the literature regarding this crucial issue, for which IIT has received much criticism of its axiomatic method and basic tenets. The present contribution elucidates the problem by means of a categorial analysis of the theory’s foundations. Its main results are that: IIT has a (...) set of nine fundamental concepts of reason, called categories, which constitute its categorial lexicon and through which it formulates a system of principles incorporating the axioms, the postulates, and the central identity; and the connection between the axioms and postulates is grounded by their common root in this categorial lexicon, the categories of which find their justification by means of a phenomenological and transcendental deduction. Some further results are the unique origin of axioms and postulates in the categories; the distinction between conceptual and formalized postulates; a clarification of the uniqueness problem of categorial lexica in general; and an IIT account of objectivity by explicating how the physical is defined by means of categories. All of this is put to use against various criticism targeting IIT’s theoretical core. If successful, the proposed interpretation illuminates a central issue in the contemporary study of consciousness and contributes to an environment of mutual understanding between defenders and critics of the theory. (shrink)

The present paper analyzes the self‐generated explanations (from talk‐aloud protocols) that “Good” and “Poor” students produce while studying worked‐out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self‐explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such (...) learning results in example‐independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self‐explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self‐explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation‐based learning to account for these psychological findings. (shrink)

Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes’ necks get longer over generations, or how ink dropped into water appears to “flow”). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being (...) caused by controlling agents with intentional goals, as well as express a variety of many other misconceived notions. In this article, we provide a hypothesis for what constitutes a misconceived explanation; why misconceived explanations are so prevalent, robust, and resistant to instruction; and offer one approach of how they may be overcome. In particular, we hypothesize that students misunderstand many science processes because they rely on a generalized version of narrative schemas and scripts (referred to here as a Direct-causal Schema) to interpret them. For science processes that are sequential and stage-like, such as cycles of moon, circulation of blood, stages of mitosis, and photosynthesis, a Direct-causal Schema is adequate for correct understanding. However, for science processes that are non-sequential (or emergent), such as diffusion, natural selection, osmosis, and heat flow, using a Direct Schema to understand these processes will lead to robust misconceptions. Instead, a different type of general schema may be required to interpret non-sequential processes, which we refer to as an Emergent-causal Schema. We propose that students lack this Emergent Schema and teaching it to them may help them learn and understand emergent kinds of science processes such as diffusion. Our study found that directly teaching students this Emergent Schema led to increased learning of the process of diffusion. This article presents a fine-grained characterization of each type of Schema, our instructional intervention, the successes we have achieved, and the lessons we have learned. (shrink)

The representation of physics problems in relation to the organization of physics knowledge is investigated in experts and novices. Four experiments examine the existence of problem categories as a basis for representation; differences in the categories used by experts and novices; differences in the knowledge associated with the categories; and features in the problems that contribute to problem categorization and representation. Results from sorting tasks and protocols reveal that experts and novices begin their problem representations with specifiably different problem categories, (...) and completion of the representations depends on the knowledge associated with the categories. For, the experts initially abstract physics principles to approach and solve a problem representation, whereas novices base their representation and approaches on the problem's literal features. (shrink)

In post-Gricean pragmatics, communication is said to be successful when a hearer recovers a speaker’s intended message. On this assumption, proposals for ‘what is said’ – the semantic, propositional meaning of a speaker’s utterance – are typically centred around the content the speaker aimed to communicate. However, these proposals tend not to account for the fact that speakers can be deliberately vague, leaving no clear proposition to be recovered, or that a speaker can accept a hearer’s misconstrual even though the (...) speaker didn’t intend it. In such cases, identifying ‘what is said’ is more contentious, even though communication is arguably no less successful. Building on recent interactionist approaches to meaning, this chapter offers a proposal for ‘what is said’ that can account for cases of ‘imperfect’ communication in which the recovery of a speaker’s intention goes awry. This involves taking ‘what is said’ as the co-constructed meaning that the speaker and hearer jointly agree on, giving ‘grounded meanings’ – those mutually and manifestly accepted into the discourse by speaker and hearer – higher precedence in a theory of communication than simply the speaker’s intended meaning. In such cases, rather than speaker and hearer converging at the level of explicit utterance content, communication is expected to be successful as long as the hearer recovers a proposition which is compatible with the speaker’s higher-order discursive goal. The hearer’s uptake is then allowed to override the content of the speaker’s intended meaning in the process of negotiating ‘what is said’. (shrink)

This book proposes a semantic theory of conditionals that can account for (i) the variability in usages that conditional sentences can be put; and (ii) both conditional sentences of the form ‘if p, q’ and those conditional thoughts that are expressed without using ‘if’. It presents theoretical arguments as well as empirical evidence from English and other languages in support of the thesis that an adequate study of conditionals has to go beyond an analysis of specific sentence forms or lexical (...) items. The resulting perspective on conditionals is one in which conditionality is located at a higher level than that of the sentence; namely, at the level of thought. The author argues that it is only through adopting such a perspective, and with it, a commitment to context-dependent semantics, that we can successfully represent conditional utterances as they are used and understood by ordinary language users. It will be of interest to students and scholars working on the semantics of conditionals in the fields of linguistics (especially semantics and pragmatics) and philosophy of language. (shrink)

Philosophy & Social Criticism, Volume 47, Issue 9, Page 1104-1131, November 2021. Contemporary workplaces are mostly hierarchical. Intrinsic and extrinsic bads of workplace hierarchies have been widely discussed in the literature on workplace democracy and workplace republicanism. However, a distinctively intrinsic relational bad, epistemic injustice in the workplace, has largely been neglected by both normative theorists of the workplace and theorists of epistemic injustice. This article, by bringing in the insights of Miranda Fricker’s influential conceptualization of epistemic injustice, argues that (...) hierarchical workplaces have contributed to and reinforced both testimonial and hermeneutical injustices in a central activity of most people’s daily lives. This article argues that these injustices are moral wrongs and thus moral injury to the workers. The article concludes by demonstrating that traditional hierarchy is the most epistemically unjust form of hierarchy, while contestatory hierarchy, because of its emphasis on granting the right to the workers to be listened, is less unjust epistemically. (shrink)

The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods—one‐on‐one human tutoring, observing tutoring individually, collaborating without observing, and studying alone—the results showed that students learned to solve physics problems just as effectively from observing tutoring (...) collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. (shrink)

In this article I explore a central paradox of contemporary identity politics: why do we look for recognition from the very institutions we reject as oppressive? I argue that neoliberalism’s continued assault on the bases for collectivity has led to a suspicion that ‘the collective’ is an essentialising concept. The assault on the collective coupled with the neoliberal imperative to create an ‘authentic’ self has led to trauma and victimhood becoming the only bases on which people can unite. This manifests (...) discursively and theoretically in the primary trope of contemporary activism: ‘intersectionality’. Mobilising around this analytical concept has led to an analysis of oppression that, even as it claims to be systemic, is totally dematerialised and relentlessly individualised. Instead of building collective power, we are left with a politics of individual demand coming from a coalition of dispersed subject positions. (shrink)

Multicellularity in the cellular slime mold Dictyostelium discoideum is achieved by the expression of two types of cell–cell adhesion sites. The EDTA‐sensitive adhesion sites are expressed very early in the developmental cycle and a surface glycoprotein of 24000 Da is known to be responsible for these sites. The EDTA‐resistant contact sites begin to accumulate on the cell surface at the aggregation stage of development. Several glycoproteins have been implicated in the EDTA‐resistant type of cell–cell binding and the best characterized one (...) has an Mr of 80000 (gp80). gp80 mediates cell–cell binding via homophilic interaction and its cell binding site has been mapped to an octapeptide sequence. The mechanism by which gp80 mediates cell–cell adhesion will be discussed. (shrink)

In this article I explore a central paradox of contemporary identity politics: why do we look for recognition from the very institutions we reject as oppressive? I argue that neoliberalism’s continued assault on the bases for collectivity has led to a suspicion that ‘the collective’ is an essentialising concept. The assault on the collective coupled with the neoliberal imperative to create an ‘authentic’ self has led to trauma and victimhood becoming the only bases on which people can unite. This manifests (...) discursively and theoretically in the primary trope of contemporary activism: ‘intersectionality’. Mobilising around this analytical concept has led to an analysis of oppression that, even as it claims to be systemic, is totally dematerialised and relentlessly individualised. Instead of building collective power, we are left with a politics of individual demand coming from a coalition of dispersed subject positions. (shrink)

In 2011 the Journal of Moral Education (JME) celebrated its 40th anniversary of publication. It seemed appropriate to examine and reflect on the JME?s achievements by reviewing its evolution and contribution to the emerging field of moral education and development. Moral education trends, as reflected in the 945 articles published in JME from 1971 to 2011, were investigated by content analysis. The research objectives were: to discover the trends in moral education as represented by published articles and special issues (by (...) analysis of disciplinary approaches, key topics, research methodologies and age-related educational levels) and to examine the international and gender-related development of the journal and the influence of its contributors (by analysis of first authors and editorial board members). The findings identify important concerns, key research topics and neglected areas in moral education and development. Analysis offers an insight into the contribution of JME as the main international interdisciplinary journal in this field, to the history of moral education, to theory and practice and in the changing socio-cultural contexts of the past 40 years. Discussion of the findings is offered, limitations are acknowledged and implications for future directions for the journal considered. (shrink)

Die Philosophie Helmuth Plessners hat in den letzten Jahren eine Renaissance erfahren: Plessner wurde als relevanter Vertreter einer Biophilosophie (wieder) entdeckt, die nicht nur die uberkommene Trennung von Natur und Kultur, sondern auch die Gegenuberstellung disjunkter Wissenschaftskulturen in Frage stellt und ihr Verhaltnis neu bestimmt. DAs Buch nimmt die verschiedenen disziplinaren Faden auf, die die Konzeption von Plessners Biophilosophie insbesondere in den Stufen des Organischen und der Mensch (1928) verstandlich machen. ES stellt Plessners uberlegungen im Kontext von naturwissenschaftlichen (von Uexkull, (...) Buytendijk, Driesch, von Weizsacker, Portmann, Kohler) sowie philosophischen (Bergson, Misch, Hartmann, Scheler, Heidegger, Jonas) Theorien seiner Zeit vor. (shrink)

Büchi, J. R. The monadic second order theory of [omega symbol]₁.--Büchi, J. R. and Siefkes, D. Axiomatization of the monadic second order theory of [omega symbol]₁.

本书是对这一历程的系统研究和总结。书的上篇论述马恩经典作家的美学思想及其传播;中篇分析了俄苏时期列宁及他的战友们的美学思想形成的历史背景和这些思想传播的历程;下篇论述了20世纪30年代直至当今欧美各种 流派的“新马克思主义”理论家们对发展马克思主义美学所作的思考与理论贡献等内容。.

The integration of the global economy has led to an increasingly strong connection between the futures and spot markets of commodities. First, based on one-minute high-frequency prices, this paper applies the thermal optimal path method to examine the lead-lag relationship between Chinese crude oil futures and spot from March 2018 to December 2021. Second, we apply the Mixed Frequency Data Sampling Regression model and indicators such as deviation degree to test the degree of prediction of high-frequency prices in the futures (...) market to the spot market. The experimental results show that the futures markets lead the spot market most of the time, but the lead effect reverses when major events occur; 60-minute futures high-frequency prices are the most predictive of daily spot data; crude oil futures’ predictive power declined after the Covid-19 outbreak and is more predictive when night trading is available. This study has important implications, not only to guide investors but also to provide empirical evidence and valid information for policy makers. (shrink)

This paper aims to bridge the relationship between metalinguistic if you like as a non-propositional discourse marker and its conditional counterparts. This paper claims that metalinguistic if you like is polysemous between a hedge that denotes the speaker’s reduced commitment to some aspect of the main clause, and an optional yet potential conditional reading that interlocutors can legitimately draw on in interaction which is brought about due to the ‘if p, q’ sentence form. That is, although the metalinguistic reading is (...) most likely obtained automatically by default, it also carries an available conditional reading that is akin to other metalinguistic conditional clauses such as if you see what I mean. Next, a semantic representation of metalinguistic if you like is developed that takes on board a characterization of conditionality that departs from lexico-grammatical conventions, such that conditionals of the form ‘if p, q’ no longer bear a one-to-one correspondence with “conditional” truth conditions. Employing a radical contextualist semantic framework in which the unit of truth-conditional analysis is not constrained to the sentence form, utterances employing metalinguistic if you like are given a semantic representation such that the if-clause does not contribute propositional content, yet they also maintain their status as conditionals as the sentence form gives rise to a potential conditional secondary meaning. (shrink)

Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. (...) The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited. (shrink)