We consider a classM of Boolean algebras with strictly positive, finitely additive measures. It is shown thatM is closed under iterations with finite support and that the forcing via such an algebra does not destroy the Lebesgue measure structure from the ground model. Also, we deduce a simple characterization of Martin's Axiom reduced to the classM.

We study the gameGfin related to weak distributivity of a given Boolean algebraB. Consider the following implication: ifBis weakly -distributive then player I does not have a winning strategy in the gameGfin. We show that this implication is true for properBbut it is not true in general.

This Research Topic aimed at deepening our understanding of the levels and explanations that are of interest for cognitive sci- entists, neuroscientists, psychologists, behavioral scientists, and philosophers of science. Indeed, contemporary developments in neuroscience and psy- chology suggest that scientists are likely to deal with a multiplicity of levels, where each of the different levels entails laws of behavior appropriate to that level (Berntson et al., 2012). Also, gathering and modeling data at the different levels of analysis is not suffi- (...) cient: the integration of information across levels of analysis is a crucial issue. Given such state of affairs, a number of interesting questions arise. How can the autonomy of explanatory levels be properly understood in behavioral explanation? Is reductionism a satis- factory strategy? How can high-level and low-level models be constrained in order to be actually explanatory of both behav- ioral and neurological or molecular evidence? What is the kind of relationship between those models? (shrink)

Antonio Signorini’s contribution to the constitutive theory of non-linear elasticity is reconstructed and analyzed. Some uninformed opinions suggesting he had a minor role, lacking of significant results, are discussed and refuted. It is shown that Signorini should be rightly credited for being among the first scholars aware of the central problem of non-linear elasticity: the determination of the general form of the elastic potential.

In the current world of education, politics and public opinion, musical experience is increasingly threatened. It is designated ever more as an expendable luxury. This kind of general trend has hardly left the thinking in the field of music and music education untouched. Inspiration comes from the technical rationality of our time. This rationality affects an oblivion of ontology. In this article we discuss this trend related to Martin Heidegger’s thinking concerning the human existence in the world, artworks and notions (...) like “being” (Sein) and “oblivion-of-being” (Seinsvergessenheit). We think that it is possible to see this “oblivion-of-being” in relation to the trend in cultural and educational politics as well as in music educational thinking to focus on the instrumental usefulness of learning music. (shrink)

Sceptical Paths gathers a variety of innovative studies that inquire into the presence and function of sceptical elements, strategies, and approaches in various traditions throughout Ancient, Medieval, Modern, and contemporary philosophy. Special at.

The recent in vitro derivation of gamete‐like cells from mouse embryonic stem (mES) cells is a major breakthrough and lays down several challenges, both for the further scientific investigation and for the bioethical and biolegal discourse. We refer here to these cells as gamete‐like (sperm‐like or oocyte‐like, respectively), because at present there is still no evidence that these cells behave fully like bona fide sperm or oocytes, lacking the fundamental proof, i.e. combination with a normally derived gamete of the opposite (...) sex to yield a normal individual. However, the results published so far do show that these cells share some defining features of gametes. We discuss these results in the light of the bioethical and legal questions that are likely to arise would the same process become possible with human embryonic stem (hES) cells. (shrink)

Scientific practices have been changed by the increasing use of computer simulations. A central question for philosophers is how to characterize computer simulations. In this paper, we address this question by analyzing simulations in biochemistry. We propose that simulations have been used in biochemistry long before computers arrived. Simulation can be described as a surrogate relationship between models. Moreover, a simulative aspect is implicit in the classical dichotomy between in vivo–in vitro conditions. Based on a discussion about how to characterize (...) a simulative aspect in this dichotomy, we will argue that an adequate understanding of computer simulations in biochemistry requires a previous understanding of simulations in experimental contexts. (shrink)

En los años veinte del siglo pasado se constituye lo que luego se llamó la escuela de Cambridge en bioquímica. Bajo el liderazgo de Frederick Gowland Hopkins este grupo tenía como objetivo primario la consolidación de la naciente bioquímica. Una característica particular de este grupo fue el intento explícito de vincular el trabajo científico con la discusión filosófica. Sin embargo, algunos historiadores como Nils Roll-Hansen han cuestionado en duros términos la manera en la cual estos científicos apelaban a la filosofía. (...) En particular Roll-Hansen ha sugerido que los aspectos filosóficos del trabajo de estos investigadores tendrían un mero carácter propagandístico vinculado con el proyecto de la constitución de la bioquímica como una disciplina. En este trabajo voy a defender que es posible considerar a los principios filosóficos presentados por la escuela de Cambridge como algo más que una mera propaganda para un proyecto institucional. Para esto voy a comparar la relación entre los principios filosóficos y trabajo metodológico propuesto por la escuela de Cambridge con una propuesta contemporánea: el Análisis de Control Metabólico, una perspectiva en el estudio de la bioquímica cuyo trabajo metodológico se suele defender apelando a “principios filosóficos”. A pesar de la distancia temporal entre ambas escuelas, tanto la actitud de apelar a principios filosóficos como el campo de estudio científico son semejantes.In the twenties of the last century, the Cambridge school in biochemistry was established. Under the leadership of Frederick Gowland Hopkins this group had as its primary objective the consolidation of a new science: biochemistry. A particular feature of this group was the explicit attempt to link scientific work with philosophical discussion. However, some historians like Nils Roll-Hansen have harshly questioned the way in which these scientists appealed to philosophy. In particular Roll-Hansen has suggested that the philosophical aspects of the work of these researchers would have to be considered as propaganda, motivated by attempt stablish the biochemistry as a discipline. In this paper I am going to defend that it is possible to consider the philosophical principles presented by the Cambridge school as something more than a propaganda for an institutional project. To this end I am going to compare the relationship between the philosophical principles and methodological work proposed by the Cambridge school with a contemporary proposal: the Metabolic Control Analysis, a perspective in the study of biochemistry whose methodological work is usually defended by appealing to “philosophical principles”. Despite the temporal distance between the two schools, both the attitude of appealing to philosophical principles and their field of scientific study are similar. Key Words: Philosophy of Biochemistry; Metabolic Control Analysis; Cambridge School ARK: ark:/s18537960/2ak06yaaq. (shrink)

In this article we propose an analysis of the controversy between Geoffrey Jefferson and Alan Turing in terms of a Kuhnian account of thought experiments. In this account, the main task is not to evaluate intuitions or (only) to rearrange concepts. Instead, we propose that the main task is to construct scenarios by proposing relevant experiences in which shared assumptions and conflicting lines of inquiry can be made explicit. From this perspective, we can understand the arguments and assumptions in the (...) Jefferson-Turing thinking machine controversy. (shrink)

This article analyzes a series of encounters between the Black Panther Party and the U.S. government’s War on Poverty, beginning with the Party’s foundation in a North Oakland anti-poverty office in 1966, and culminating with the resignation of six Party members from elected positions on a West Oakland anti-poverty board in 1973. The essay theorizes these encounters as moments in an antagonistic process whereby the Party sought to separate from and launch incursions into the state’s anti-poverty apparatus, which had been (...) established in the mid-1960s by a discrete stratum of state managers who sought to transform riotous energy into labor-power. This essay understands articles published in the Party’s newspaper, documents from its archive, and records of its community service practice as components of an ideological struggle which sought to reproduce anti-capitalist social relations on an extended scale. On the basis of this historical case study, the essay argues that the autonomy of radical social movement organizations from the state should be understood as a process rather than a status. It shows how social movements which view the state as an enemy can struggle in “close-quarters antagonism” within and against it. It situates this argument in relation to debates within the critical social sciences and state theory, and it considers the political and theoretical repercussions of this hypothesis for radical movements which confront the state apparatus of non-profit organizations today. (shrink)

Riassunto: Sviluppandosi sul piano della “prevenzione del rischio”, dei “livelli di controllo” in fase di programmazione e del possibile inserimento dei cosiddetti “algoritmi etici”, il dibattito sul presente e il futuro dell’Intelligenza Artificiale, ha favorito nel corso degli anni la creazione di una sempre più profonda spaccatura tra discipline “tecniche” e saperi “umanistici”, tra il dominio del “fare” e il dominio del “pensare”. Prendendo atto di questa sterile distanza, occorre mettere in questione i metodi dell’etica e interrogarsi sull’efficacia e l’utilità (...) della teoria e, più in generale, meglio definire la relazione che la filosofia oggi intrattiene – e potrà ancora intrattenere – con le macchine progettate per pensare e con i loro progettisti. Parole chiave: Filosofia; Etica; Intelligenza artificiale; Cibernetica; Controllo Beyond ethics: An anthropodecentric approach to artificial intelligence Riassunto: The ethical and philosophical debate around the present and future of Artificial Intelligence has grown in intensity over the years. Continual development within AI in terms of “prevention of risks”, “levels of control in programming”, and the inclusion of so-called “ethical algorithms”, has encouraged an ever deeper split between “technicians” and “humanists”, between the domains of “making” and “thinking”. Focusing on this unproductive distance, we interrogate ethical approaches methods and the effectiveness and utility of ethical theories. More generally, we attempt to better define the relationship that philosophy has today – and will be able to maintain in the future tomorrow – with machines designed to think and with their designers. Keywords: Philosophy; Ethics; Artificial Intelligence; Cybernetics; Control. (shrink)

The moving spotlight account (MS) is a view that combines an eternalist ontology and an A-theoretic metaphysics. The intuition underlying MS is that the present time is somehow privileged and experientially vivid, as if it were illuminated by a moving spotlight. According to MS-theorists, a key reason to prefer MS to B-theoretic eternalism is that our experience of time supports it. We argue that this is false. To this end, we formulate a new family of positions in the philosophy of (...) time, which differ from MS in that, intuitively, they admit a plurality of moving spotlights. We argue that these ‘deviant’ variants of MS cannot be dismissed as conceptually incoherent, and that they are as well-supported by our experience as is MS. One of these variants, however, is consistent with the B-theory. Thus, if our experience of time supports MS, then it supports the B-theory as well. (shrink)

Artiklen perspektiverer på den almene pædagogiks aktuelle, pressede tilstand, i lyset af de centrale, transnationale udviklingstendenser inden for uddannelsesstyring der har gjort sig gældende de sidste ca. 25-30 år. Dette gøres, ved at tage afsæt i de såkaldte antinomier, som en række pædagogiske forskere har forholdt sig til som definerende for moderne pædagogik. Denne tematik blevet sat på dagsordenen af aktuelle uddannelsesforskere som bl.a. Alexander von Oettingen; Michael Uljens; Lars Løvlie; Gert Biesta, Birgit Schaffar og Dietrich Benner. Oettingen ser nærmere (...) bestemt spørgsmålet om pædagogisk professionalitet som spaltet i fire antinomiske paradokser, der angår Rationalisering ; Pluralisering ; Individualisering og Civilisering. Disse pædagogiske paradoksaliteter har en rod bl.a. hos Kant, Rousseau og Herbart. Artiklen søger gennem fokusering af sådanne pædagogiske antinomier eller paradokser at vise, hvorledes den transnationale uddannelsesrevolution de sidste 25-30 år har udtyndet den almenpædagogiske undermuring af begreberne: I. professionalitet, II. læring, III. autenticitet og IV. dannelse. Dermed fokuseres de almenpædagogiske problemstillinger der kendetegner disse fire begreber. Dette gøres for at vise, hvorledes den transnationale uddannelsesstyring i dette lys udgør en bekymrende afvikling eller sammenklapning af pædagogikkens almene grundtræk. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:In MemoriamFrede V. NielsenFrederik PioOne of the major figures in Scandinavian music education research is no longer among us. We lost Professor Frede V. Nielsen earlier this year. On March 21, he passed at the age of 70 after a long period of time with weakened health.Nielsen presented his retirement lecture on June 8, 2012. It was attended by a huge crowd of former and current students, colleagues, friends, (...) and collaborators. In spite of his declining health, Frede had many plans for the future as professor emeritus, a status that unfortunately turned out to be much too short.For more than forty years Nielsen was a leading thinker in music education research in Denmark. During this period he developed several master programs in music teacher education as well as research programs for music education. But his efforts extend beyond Scandinavia since he is well known in ISPME (International Symposium for Philosophy of Music Education) as well as in RAIME (Research Alliance for Institutes of Music Education) to which he contributed over many years.Nielsen was employed at Danmarks Lærerhøjskole in 1971, where he completed his doctoral degree in 1983. His dissertation was an empirical study entitled “Experience of musical tension.” This work was later elaborated in a US context by Clifford K. Madsen among others. For two decades Nielsen’s book, General Music Didactics, originally published in 1994, has been considered a [End Page 213] standard reference work. Today it is being widely used in multiple printings in teacher education institutions all over Scandinavia.Nielsen’s intellectual heritage was especially strong in relation to the German tradition of Musik Didaktik. He had strong connections to the German research tradition, and in this area of expertise he was always among the most well informed. When most people in Scandinavia were looking primarily towards the Anglo-Saxon research tradition, Nielsen looked to Germany. Thus his ability to explore off the beaten track (at a time when he felt that it was needed in Scandinavia) was a part of his originality.For Nielsen the educational concept of Didaktik never became a technical category but was firmly anchored to a philosophical foundation by means of phenomenology. His didactical theory of “music as a multispectral universe of meaning” was shaped in close alliance with existential phenomenological insights. He insisted on the necessity for all educational thinking to be grounded in ongoing philosophical reflection. Very predictably this focus would eventually lead him into a role as co-chair together with Estelle Jorgenson when ISPME was founded at Lake Forest, Illinois, in June, 2003.Nielsen was cofounder of the Nordic Network of Research in Music Education in 1992, which has since gone on to become a significant resource and an important platform both for established researchers in music education as well as upcoming talent from all over Scandinavia. In 1995, Nielsen was also co-founder of the yearbook Nordic Research in Music Education that is still among the best publications of its type. He served as chief editor for this important series for many years. Right up to the very end he was doing research, supervising doctoral projects, editing forthcoming issues of the “MPS series” which he also founded.Frede V. Nielsen was an outstanding scholar in his field. His career and life were dedicated to serve and study music in teaching and education. He leaves behind a great spiritual vacuum in Copenhagen where he taught and researched for more than forty years. [End Page 214]Frederik [email protected] © 2013 Philosophy of Music Education Review... (shrink)

The article contains a discussion of the contemporary crisis of general education with special attention to: how the cultural erosion and societal differentiation the last 40 years has downgraded the concepts of upbringing and education in favour of an increased attention towards concepts of socialization and learning. Secondly, the question of the relation between general education and the empirical-methodologically specified sub-disciplines is also raised, as these sub-disciplines are currently in the process of detaching themselves towards enhanced autonomy. Finally, the article (...) looks into the difference between the research-programs respectively of general education and the social-psychological paradigm of educational research. The total argument of the article claims, that the research program as well as educational program of general education is justified today by maintaining an approximate unity of a field of knowlegde currently under pressure towards a diffuse or even non-pedagogical nature. Therein lies the current inevitability of general education in our current po-mo societal formation. (shrink)

Grue-Sørensen’s concept of ’educational teaching’ is traced back to an original infl uence from Herbart and Kant. On this background the article attempts to interpret, how one can understand a concept of educationalteaching today. With that, the concept is shown to have its root in a tradition of general education and Grue-Sørensen is shown to be a Danish representative of this. However, in research programs as well as educational programs this tradition has generally been under increasing pressure the last approximately (...) 30 years. Grue-Sørensen and his possible relevance today is discussed in connection with a potential revitalization of a general educational thinking in our current postmodern epoche of higher education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Øivind Varkøy, “The Concept of ‘Bildung’”Frederik PioThe process of Bildung has to do with something that “becomes.” The dimension of moving and developing makes the Bildung-metaphor of ‘the journey’ come into focus in Øivind Varkøy’s paper. As Varkøy states in his article, in relation to the Bildung concept one can see that “[the] relation between what is known in everyday life and what is new, unknown, and (...) strange, can in a sense be regarded as the meaning and intention of the concept.”This tension between that which is known and that which is unknown is handled by means of the metaphor of the journey. The journey is about leaving one’s homeground behind. The homeground is all that which is known. Then there is a venture into something not yet known. And then finally the individual returns home, enriched with a new experience, as a deeper and more encompassing human being. This is the blueprint of ‘the journey.’Thus the metaphor of the journey tells us that the crucial Bildung-factor is connected with a transgression of all that is familiar and well-known. So an experience is conducive to a process of Bildung to the extent that a transgression [End Page 97] occurs. That is as a movement that takes place beyond that in our ordinary lives which is all too well-known. Varkøy puts it this way:To have an experience is to be stricken, shaken, and affected. In this way, an experience is something which exceeds all boundaries, it notifies the arrival of something new and unknown. The subject is jerked out of its usual pattern and meets something that makes it look at itself with new eyes, experience its own subjectivity from unfamiliar quarters. Such experiences, such journeys, mean that we come into contact with important sides and dimensions of our way of being human.This translates into an educational context where a focus is on subject content “which enable[s] the students ‘to make journeys’... so that students can thereby not only emerge as educated music educationalists, but also as cultured (bilded) people.”All this belongs to the dimension of freedom. But as mentioned by Varkøy, Bildung is also about that which is authoritative and un-free. Thus Varkøy mentions Jon Fosse who found that “Norwegian schools certainly need a dose of Harold Bloom” and his book The Western Canon.So we have a tension between freedom (the journey into the unknown) and that which is un-free: the score we all have to settle with a great tradition that was there long before we arrived here and broke the surface of existence. In continuation of this I sense that Varkøy is touching upon a theme that tells us this: Today a process of Bildung should neither reject the tradition (to become anti-traditional). Nor should a process of Bildung become something that is just blindly reproducing the tradition and its values. So, it is not about being either anti-traditional or completely traditional, but about a quality which could be termed un-traditional. Varkøy says it like this:It is true to say... that the concept of Bildung’s cultural heritage perspective does not nescessarily mean a one-sided backwards glance focusing upon old masterworks... but also that it can to a considerable extent open up for focusing on the new and unknown.”So the Bildung concept contains simultaneously a directedness towards the past and a tradition which is authoritative, coupled with a directedness towards the future: and all that which is new and unknown, the open horizon of existence. It is in the light of this double directedness that Varkøy questions whether “the concept ‘cultural heritage’ should be considered, as something static or as something which is continually moving and developing.”So the past and our cultural heritage and the masterworks our cultural heritage is based upon, do not belong to bygone days. They do not belong to a finished [End Page 98] past. On the contrary, it is all still with us. That is how I read Varkøy. And this reading has a tremenduous resemblence to... (shrink)

This article is divided into three parts: the problem (globalized learning); the consequences (for general music education); and the vision (the music teacher as a cultural figure). In the first part, I claim that the current learning agenda is being increasingly instrumentalized as a carrier of a global education policy driven by technical rationality. In the second part, a range of possible implications of this paradigm for music education are outlined. What is being sacrificed on the altar of learning measurement (...) is the crucial ability of schooling to be ingrained in the historical, cultural, musical background-understanding of the world. Thus, the world of schooling slowly becomes reduced to a neutral, geometrical space of measured performance governed by input-output/producerconsumer calculations. Finally, in the third part, I pick up some ideas from the German phenomenologist Martin Heidegger to suggest an open possibility for today's music teachers to act as cultural figures for their subject. Such action is about disclosing a shared, common world in which music since prehistoric times has belonged by way of all kinds of communal acts. This crucial point invites music teachers to create and nurture marginal spaces together, where the output-oriented school paradigm temporarily becomes suspended. (shrink)

Este artículo propone un análisis de la estética del paisaje en la obra del escritor Gabriel Miró. Para ello se investiga el significado y valor atribuido al paisaje en la trilogía novelesca de Sigüenza, héroe modernista de su paisaje literario, así como en el ensayo Sigüenza y el mirador azul. La visión del paisaje en Miró se reconstruye a través del diálogo con diferentes fuentes culturales y filosóficas. El paisaje mironiano muestra así la evolución desde una inicial actitud panteísta hacia (...) una posterior mirada fenomenológica y hermenéutica. (shrink)

Open futurism is the indeterministic position according to which the future is ‘open’, i.e., there is now no fact of the matter as to what future contingent events will actually obtain. Many open futurists hold a branching conception of time, in which a variety of possible futures exist. This paper introduces two challenges to branching-time open futurism, which are similar in spirit to a challenge posed by Fine to tense realism. The paper argues that, to address the new challenges, open (...) futurists must adopt an objective, non-perspectival notion of actuality and subscribe to an A-theoretic, dynamic conception of reality. Moreover, given a natural understanding of “actual future”, it is perfectly sensible for open futurists to hold that a unique, objectively actual future exists, contrary to a common assumption in the current debate. The paper also contends that recognising the existence of a unique actual future helps open futurists to avoid potential misconceptions. (shrink)