Connectedness is a significant element of sociality that occurs not only ideally and ‘leiblich’, but also consists of a material dimension. This is established through the materiality of the human body and points beyond it at the same time. The material aspect of connectedness is not simply social but has a social meaning nonetheless: Materiality has an impact on society and on the quality of human coexistence with the environment. To be able to describe this aspect, we use approaches of (...) feminist (neo-)materialisms. First, a neo-materialist perspective on subjectivity is developed, which, in addition to the immaterial aspects of the social, is also able to grasp the dependence of the development of human bodies on their environment. Connectedness as a material-discursive phenomenon adds a neo-materialist dimension to the established ‘phenomenological’ interpretation of the resonance concept that integrates interactions of repulsion or alienation by understanding feelings of alienation, rejection, or the silencing of the world-relationship as well as a resonant world-relationship always also as agentic cuts of the LeibKörper. (shrink)

Fascism has traditionally been characterized as irrational and anti-intellectual, finding expression exclusively as a cluster of myths, emotions, instincts, and hatreds. This intellectual history of Italian Fascism--the product of four decades of work by one of the leading experts on the subject in the English-speaking world--provides an alternative account. A. James Gregor argues that Italian Fascism may have been a flawed system of belief, but it was neither more nor less irrational than other revolutionary ideologies of the twentieth century. (...) Gregor makes this case by presenting for the first time a chronological account of the major intellectual figures of Italian Fascism, tracing how the movement's ideas evolved in response to social and political developments inside and outside of Italy.Gregor follows Fascist thought from its beginnings in socialist ideology about the time of the First World War--when Mussolini himself was a leader of revolutionary socialism--through its evolution into a separate body of thought and to its destruction in the Second World War. Along the way, Gregor offers extended accounts of some of Italian Fascism's major thinkers, including Sergio Panunzio and Ugo Spirito, Alfredo Rocco, and Julius Evola, a bizarre and sinister figure who has inspired much contemporary "neofascism."Gregor's account reveals the flaws and tensions that dogged Fascist thought from the beginning, but shows that if we want to come to grips with one of the most important political movements of the twentieth century, we nevertheless need to understand that Fascism had serious intellectual as well as visceral roots. (shrink)

Perfect adaptation in a dynamical system is the phenomenon that one or more variables have an initial transient response to a persistent change in an external stimulus but revert to their original value as the system converges to equilibrium. With the help of the causal ordering algorithm, one can construct graphical representations of dynamical systems that represent the causal relations between the variables and the conditional independences in the equilibrium distribution. We apply these tools to formulate sufficient graphical conditions for (...) identifying perfect adaptation from a set of first-order differential equations. Furthermore, we give sufficient conditions to test for the presence of perfect adaptation in experimental equilibrium data. We apply this method to a simple model for a protein signalling pathway and test its predictions in both simulations and using real-world protein expression data. We demonstrate that perfect adaptation can lead to misleading orientation of edges in the output of causal discovery algorithms. (shrink)

As artificial intelligence (AI) deployment is growing exponentially, questions have been raised whether the developed AI ethics discourse is apt to address the currently pressing questions in the field. Building on critical theory, this article aims to expand the scope of AI ethics by arguing that in addition to ethical principles and design, the organizational dimension (i.e. the background assumptions and values influencing design processes) plays a pivotal role in the operationalization of ethics in AI development and deployment contexts. Through (...) the prism of critical theory, and the notions of underdetermination and technical code as developed by Feenberg in particular, the organizational dimension is related to two general challenges in operationalizing ethical principles in AI: (a) the challenge of ethical principles placing conflicting demands on an AI design that cannot be satisfied simultaneously, for which the term ‘inter-principle tension’ is coined, and (b) the challenge of translating an ethical principle to a technological form, constraint or demand, for which the term ‘intra-principle tension’ is coined. Rather than discussing principles, methods or metrics, the notion of technical code precipitates a discussion on the subsequent questions of value decisions, governance and procedural checks and balances. It is held that including and interrogating the organizational context in AI ethics approaches allows for a more in depth understanding of the current challenges concerning the formalization and implementation of ethical principles as well as of the ways in which these challenges could be met. (shrink)

In this short reply to Riis’ paper I first deal with his perceptive defence of ICT literacy, to which I fully subscribe, showing how his ideas might gain from highlighting the ‘technical’ dimensions involved in literacy practices. Second, this will allow me to make some comments regarding the curricular and organizational aspects of contemporary education, which forms the largest part of his paper. My main line of criticism towards Riis’ paper is that I defend a ‘technical’ rather than a ‘non-technical’ (...) account of digital literacy. (shrink)

In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education (...) fully predicated on the idea of emancipation. For both Freire and Rancière, literacy initiation practice can be seen as an archetypical model for understanding the emancipatory moment in education. For both, educational practices are never neutral, as they decide to a great extent on the fate of our common world. Reflecting on similarities and differences in both their positions, I will propose to conceive of critical pedagogy in terms of a thing-centred pedagogy. As such, I take a clear position in the discussion between teacher- and student-centred approaches. According to Rancière, it is the full devotion to a ‘thing’, i.e. to a subject matter we study, which makes emancipation possible. Over and against Freire’s defense of emancipatory education, I highlight with Rancière the importance of educational emancipation. (shrink)

Its author was a Carthusian monk. Offered here is a translation, with annotation and an important introduction, of the four books on natural philosophy, the predecessor of modern science.

In this article, I deal with the transition from traditional ‘school’ forms of instruction to educational processes that are fully mediated by digital technologies. Against the background of the idea the very institution ‘school’ is closely linked to the invention of the alphabetic writing system and to the need of initiating new generations into a literate culture, I focus on the issue of literacy training. I argue that with the digitization of education, a fundamental transition takes place regarding what it (...) means to be literate, but also what it means to educate and to be educated. I do so by developing a ‘techno-somatic’ approach, which means that I look at the use of concrete instructional technologies, and the bodily disciplines that are involved. I set out a double comparison in which I contrast existing, ‘traditional’ ways of learning how to read/write with the way in which literacy training looked like before the nineteenth century, on the one hand, and with the initiation into literacy in the Chinese/japanese language, on the other hand. I argue that these comparisons shed light on the differences between traditional and digital literacy. More precisely, I show that in each case, a different relation toward what it means to produce script is involved. As such, both forms of literacy go together with different spaces of experience and senses of being-able, and therefore with altogether different ideas of what education is all about. (shrink)

The background of the argument Joris Vlieghe develops in this article is the idea, proposed by neopragmatic scholars, that a way of aptly dealing with the societal issues that have come about in the wake of a global ecological crisis consists of engaging in practices of study. This involves thinking, a concept that needs to be reconsidered from an educational perspective. Hence the article turns to John Dewey's classical pragmatic account of thinking, so as to show that this Deweyan (...) approach could be enriched by reading it together with Giorgio Agamben's reflections on this matter. This allows for rendering with greater accuracy certain aspects of thinking that unearth its properly educational meaning: that thinking is necessarily a collective endeavor that is driven by an interruption of our habitual ways of living together with a view toward envisaging truly alternative futures. Thinking is a risky experience in which the foundational subject disappears. Such a view allows, furthermore, for the reconceptualization of thinking in a posthumanist key. (shrink)

This collection of essays by Gregor Sebba (1905-1985) reflects the curiosity and insight of his mind. The range of topics is wide, including philosophy and the history of ideas, literature and art; yet there is a single underlying theme - human creativity and the search for truth - pursued along paths as diverse as Greek tragedy, Eric Voegelin's concept of order in history, and the poetry of Rainer Maria Rilke and T.S.Eliot.

This article discusses, from a theoretical and philosophical perspective, the meaning and the importance of basic literacy training for education in an age in which digital technologies have become ubiquitous. I discuss some arguments, which I draw from the so-called literacy hypothesis approach, in order to understand the significance of a ‘traditional’ initiation into literacy. I then use the work of Bernard Stiegler on bodily gestures and routines, related to different technologies, in order to elaborate and criticize the claims the (...) literacy hypothesis makes. Bringing together insights from both the literacy hypothesis approach and Stiegler's work, I defend the view that there exists an essential difference between traditional and digital literacy, and I try to argue for the introduction of a spelling and grammar of the digital in the educational curriculum. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

In this article I deal with the impact of digitization on education by revisiting the ideas Neil Postman developed in regard with the omnipresence of screens in the American society of the 1980s and their impact on what it means to grow up and to become an educated person. Arguing, on the one hand, that traditionally education is profoundly related to the initiation into literacy, and on the other hand, that the screen may come to replace the book as the (...) prevailing educational medium, Postman’s theses are worth reconsidering. Moreover I propose to develop further one strain of thought in Postman’s work, viz. the interconnectedness of technological inventions, material practices and ideas regarding what education is all about. As such I analyse in great detail the differences between traditional and digital literacy by looking from a material and practical perspective at how we relate to books and screens. This is not a normative analysis, but one that aims at fleshing out differences in spaces of experience. As such I wind up with suggestions regarding the affordances that a new form of literacy, no longer based on the model of the book, might bring about. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 62.2 (2001) 313-333 [Access article in PDF] Vestige of the Third Force: Willem Bilderdijk, Poet, Anti-Skeptic, Millenarian Joris van Eijnatten One of the unfortunate consequences of Babel is that only the Dutch read Dutch poetry. 1 Although English-speaking historians may have heard of the seventeenth-century poet Joost van den Vondel, who generally qualifies as the greatest literary artist of the Netherlands, virtually (...) no one outside Holland knows Willem Bilderdijk (1756-1831), poet, jurist, and man of learning. Robert Southey, having met the poet at his home in Leiden in 1825, lamented several years later the fact that Bilderdijk's fame had not traversed national boundaries: "And who is Bilderdyk?" methinks thou sayest: A ready question; yet which, trust me, Allan, Would not be asked, had not the curse that came From Babel, clipt the wings of Poetry. 2When Southey sojourned in the Netherlands, Bilderdijk had already established his reputation as one of the few unconventional figures in Dutch history, comparable, in this sense, to Coornhert and Spinoza. The most outstanding poet of his age, he dominated nineteenth-century Dutch literature through his versatility, rhetorical prowess and sheer output. He is reputed to have written 300,000 lines of verse, not counting his unpublished poems. He practiced virtually all literary genres, from Pindaric odes and erotic rhyme to didactic poetry. Versed in the classics, he wrote numerous translations of, among many others, Homer, Sophocles, Anacreon, Callimachus, Horace, and Ovid. Bilderdijk was a prolific [End Page 313] writer of essays on subjects ranging from moral philosophy, epistemology, and natural law to aesthetics, architecture, and botany. He translated theological and devotional works, including Thomas Chalmers's Evidence and Authority of the Christian Revelation, Chrysostome's sermons, and books on freemasonry and pneumatology. Besides contributing to perspective drawing, he wrote the first geological study in Dutch. His History of the Fatherland appeared posthumously in thirteen volumes. He himself regarded his linguistic studies and literary essays as his main achievement. Bilderdijk filled thousands of pages with his idiosyncratic views on the gender of nouns, the alphabet, grammar, spelling, medieval manuscripts, tragedy, and drama in general.Not surprisingly, Bilderdijk's varied interests and comprehensive mind have led to different interpretations of his thought. Most are one of two kinds. Writers subscribing to the first interpretation regard him as a somewhat strange but devout apologist for Calvinist orthodoxy. They stress the fact that Bilderdijk was the only intellectual who, in the midst of the soul-destroying rationalism propounded by a complacent liberal establishment, dared to cry out against Revolution and Enlightenment, thus revivifying the religious heart of the nation. 3 Those who follow the second interpretation emphasize the Romantic nature of his thought. This group tends to look upon Bilderdijk as the only true Dutch Romantic, a Wordsworth and Coleridge combined, a metaphysical if rather erratic genius who outgrew the intellectual marshlands of his native country. Writers in this tradition stress his definition of poetry as a spontaneous overflow of feeling, his linguistic achievements, his preoccupation with geology, and his visionary view of Dutch history. 4 One major interpreter, commenting on Bilderdijk's "real position as a philosopher," has stated that "to me there can be no doubt that Bilderdijk should be placed among the post-Kantian idealists like Fichte and Schelling (cf., again, Coleridge!)." 5Such statements are largely products of wishful thinking. Bilderdijk was not a devout Calvinist. He hardly ever went to church, his theology exhibits suspiciously heterodox leanings, and his professed adherence to the doctrine of predestination had less to do with a profound knowledge of the articles of Dort than mystical resignation. Similarly, the depiction of Bilderdijk as a post-Kantian idealist is sympathetic but lacks any evidence. Some literary historians have [End Page 314] tried to salvage the "Romantic" nature of his poetry, but the result is not particularly convincing. 6"And who is Bilderdijk," to echo Southey, if he was neither a Calvinist nor a Romantic? How should one interpret his thought? What should one do... (shrink)

ABSTRACTBavarian intellectual Franz Xaver von Baader counts among the most prominent representatives of German Romanticism, although his name and fame have almost been forgotten. Baader was a key figure among the Romantic scene and an ardent defender of Catholicism in the aftermath of Enlightenment criticism on the Christian faith and tradition. Most interesting is that he did not construe his apologia on the basis of rational considerations only, as a counterattack as it were, but that he took a point of (...) departure in a peculiar understanding of love. According to Baader, love is a concept and a reality which allows one to imagine the relation between creature and Creator and which intriguingly combines the distinctively human with the uniquely divine. In the present paper, I am continuing in the line of Ramón Betanzos’ outstanding study on Baader’s idea of love and argue that his intuitions reveal a solid synthesis of theological and philosophical insights which today is definitely worth reconsidering. In order to do that in an orderly fashion, I primordially focus on his concept of permeability and explore its metaphysical, epistemological and anthropological potential. (shrink)

In this article we focus on note taking as a practice that is fundamental to (higher) education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself (making her attentive and granting possibilities for self-transformation). Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself (...) be seen as a form of note taking and that both phenomena are not only closely related, but also that note making and lecturing consist of reciprocal operations. Studying on the basis of one’s notes comes down to the reverse operation the teacher had to perform when preparing her lessons. Moreover, thanks to making notes during a class students have a deeply embodied sense of what it means to generate and to construct new arguments and ideas. (shrink)

In this article I try to conceive a new approach towards laughter in the context of formal schooling. I focus on laughter in so far as it is a bodily response during which we are entirely delivered to uncontrollable, spasmodic reactions. To see the educational relevance of this particular kind of laughter, as well as to understand why laughter is often dealt with in a very negative way in pedagogical contexts, this phenomenon should be carefully distinguished from humor or amusement. (...) I build my argument for a smaller part on the basis of conceptual analysis, and to a greater extent on Bakhtin’s work on the transition from Medieval folk culture to Modern civilized culture, in which he claims that a reduction from laughing as a strongly physical experience to mere forms of amusement or humor actually implies that laughter no longer possesses its inherent equalizing and communizing potential. In a sense, laughter forms a threat to any organization of social existence according to similarities and differences in identity and position, and this explains why we usually try to suppress it, or why we try to render it functional in view of the continuation of a societal regime or pedagogical order. More positively formulated, laughter may be said to have an intrinsic educational meaning, because it allows a significant transformation of individual and collective existence. (shrink)

Transcranial direct current stimulation over the contralateral primary motor cortex of the target muscle has been described to enhance corticospinal excitability, as measured with transcranial magnetic stimulation. Recently, tDCS targeting the brain regions functionally connected to the contralateral primary motor cortex was reported to enhance corticospinal excitability more than conventional tDCS. We compared the effects of motor network tDCS, 2 mA conventional tDCS, and sham tDCS on corticospinal excitability in 21 healthy participants in a randomized, single-blind within-subject study design. We (...) applied tDCS for 12 min and measured corticospinal excitability with TMS before tDCS and at 0, 15, 30, 45, and 60 min after tDCS. Statistical analysis showed that neither motor network tDCS nor conventional tDCS significantly increased corticospinal excitability relative to sham stimulation. Furthermore, the results did not provide evidence for superiority of motor network tDCS over conventional tDCS. Motor network tDCS seems equally susceptible to the sources of intersubject and intrasubject variability previously observed in response to conventional tDCS. (shrink)

In this article Joris Vlieghe defends the view that technologies of reading and writing are more than merely instruments that support education, arguing that these technologies themselves decide what education is all about and that they form subjectivity in substantial ways. Expanding on insights taken from media theory, Vlieghe uses the work of Bernard Stiegler in order to develop a “technosomatic” account of literacy initiation, that is, a perspective that zooms in on the physical dimensions of how to operate (...) writing and reading technologies. He argues that that the bodily gestures and disciplines that constitute literacy give rise to a particular space of experience, which comes down to a heavily embodied, first-hand sense of what it means to be able to produce script. Vlieghe contends that the advent of digital writing and reading technologies implies a fundamental shift in this sense of ability, and that in order to understand digital literacy we need to take into account the technosomatic aspects of learning to read and write with digital media. (shrink)

This article deals with the educational challenge of responding to the pending ecological crisis (and many other future apocalyptic scenarios that haunt our imagination). It seems we are living in a time when we have given up on the idea that progress is possible or desirable, and this questions education at its roots. In order to find a proper educational response that befits our time, it is requested that we gain a new sense of orientation (which is no longer aimed (...) at progress). This is an idea I pick up from the recent work of Bruno Latour, which is the focus of the first part of the paper. In the second part, I start fleshing out what this new orientation could look like by turning to the work of Immanuel Kant (usually regarded as one of the most outspoken defenders of education geared to progress). Nonetheless, I try to read Kant against himself, so as to show how orientation can be understood in a non-modernist manner. I connect this in the third part to the radically immanent and empiricist work of William James, and draw out in the final section how a combined reading of Kant and James offers the orientation we need. (shrink)

People narrating the experience of dysregulated anger after a brain injury call upon metaphor in patterned ways to help them make sense of their situation. Here, I analyze the use of the metaphor of the doubled self in a personal narrative of brain injury, and I situate this metaphor in its cultural history by analyzing Dr Jekyll and Mr Hyde and The Incredible Hulk as landmark moments in its development. A pattern of thought reflecting Seneca’s philosophy on the incompatibility of (...) anger with rational selfhood emerges. I discuss implications for the way we care for people struggling with post-brain-injury anger. (shrink)

ABSTRACTIn this article, we argue that it is possible to approach teaching from a fully affirmative perspective: as an educational practice that has its own internal logic and intrinsic value. By analysing a fragment from one of the Leonard Bernstein’s Young People’s Concerts presented in this article as a teaching event, we show that when starting from an empirical example of teaching it is possible to distinguish principles and gestures that testify to an ontological dimension of teaching. This is possible, (...) however, only when a particular reading of this empirical material is applied. We call this an immanent reading, as opposed to a transcendent reading. It should be clear that this kind of inquiry we briefly demonstrate here is exactly a post-critical attempt to re-establish our affirmative relation with one of the most devalued, repressed, and neglected educational practice, namely teaching. (shrink)

On the basis of a close reading of three authors , I try to elucidate what the growing presence of digital technologies in our lives implies for the sphere of schooling and education. Developing a technocentric perspective, I discuss whether what is happening today concerns just the newest form of humankind's fundamental dependency on a technological milieu or that it concerns a fundamental shift. From Flusser, I take the idea that the practice of writing shapes human subjectivity, as well as (...) our very sense of history and progress, and that with the advent of digital technologies the possibility of a posthistorical era is granted. I confront this idea with Stiegler's analysis of technological tools and practices as strongly materialized memories, which amounts to a plea for securing the link with the particular history behind the technologies we use. Here, education should play a conservative role and take responsibility for using technologies in a correct way. I argue that Stiegler is not wholly consistent on this point and, moreover, that his view precludes the possibility to rethink the very meaning of education under present conditions. This possibility is opened if we turn to a philosopher which is ruthlessly criticized by Stiegler for being a technophobe: Agamben. I argue, however, that a more detailed reading of Agamben—n combination with Flusser—might show a completely different and far more positive appreciation for digital technology and that this view offers an opening for rethinking what education is all about. (shrink)

The aim of this collection of essays on legal positivism is to complete the already easily available English material on this subject. This is not a collection of writings by legal positivists, but about legal positivism.

Gregor Moder’s Hegel and Spinoza: Substance and Negativity is a lively entry into current debates concerning Hegel, Spinoza, and their relation. Hegel and Spinoza are two of the most influential philosophers of the modern era, and the traditions of thought they inaugurated have been in continuous dialogue and conflict ever since Hegel first criticized Spinoza. Notably, eighteenth- and nineteenth-century German Idealists aimed to overcome the determinism of Spinoza’s system by securing a place for the freedom of the subject within (...) it, and twentieth-century French materialists such as Althusser and Deleuze rallied behind Spinoza as the ultimate champion of anti-Hegelian materialism. This conflict, or mutual rejection, lives on today in recent discussions about materialism. Contemporary thinkers either make a Hegelian case for the productiveness of concepts of the negative, nothingness, and death, or in a way that is inspired by Spinoza they abolish the concepts of the subject and negation and argue for pure affirmation and the vitalistic production of differences. Hegel and Spinoza traces the historical roots of these alternatives and shows how contemporary discussions between Heideggerians and Althusserians, Lacanians and Deleuzians are a variation of the disagreement between Hegel and Spinoza. Throughout, Moder persuasively demonstrates that the best way to read Hegel and Spinoza is not in opposition or contrast but together: as Hegel and Spinoza. (shrink)

When does a human being begin to exist? Barry Smith and Berit Brogaard have argued that it is possible, through a combination of biological fact and philosophical analysis, to provide a definitive answer to this question. In their view, a human individual begins to exist at gastrulation, i. e. at about sixteen days after fertilization. In this paper we argue that even granting Smith and Brogaard's ontological commitments and biological assumptions, the existence of a human being can be shown to (...) begin much earlier, viz., with fertilization. Their interpretative claim that a zygote divides immediately into two substances and therefore ceases to exist is highly implausible by their own standards, and their factual claim that there is no communication between the blastomeres has to be abandoned in light of recent embryological research. (shrink)

The overall goal of this target article is to demonstrate a mechanism for an embodied cognition. The particular vehicle is a much-studied, but still widely debated phenomenon seen in 7–12 month-old-infants. In Piaget's classic “A-not-B error,” infants who have successfully uncovered a toy at location “A” continue to reach to that location even after they watch the toy hidden in a nearby location “B.” Here, we question the traditional explanations of the error as an indicator of infants' concepts of objects (...) or other static mental structures. Instead, we demonstrate that the A-not-B error and its previously puzzling contextual variations can be understood by the coupled dynamics of the ordinary processes of goal-directed actions: looking, planning, reaching, and remembering. We offer a formal dynamic theory and model based on cognitive embodiment that both simulates the known A-not-B effects and offers novel predictions that match new experimental results. The demonstration supports an embodied view by casting the mental events involved in perception, planning, deciding, and remembering in the same analogic dynamic language as that used to describe bodily movement, so that they may be continuously meshed. We maintain that this mesh is a pre-eminently cognitive act of “knowing” not only in infancy but also in everyday activities throughout the life span. Key Words: cognitive development; dynamical systems theory; embodied cognition; infant development; motor control; motor planning; perception and action. (shrink)

In recent decades, deliberation about public issues has become a central theme in citizenship education. In line with an increasing philosophical and political appreciation of the importance of deliberation within democracy, schools, as training grounds for democratic citizenship, should foster high-level deliberative skills. However, when this insight is translated into practical formats, these formats suffer from a number of shortcomings. Specifically, they can be criticised on philosophical grounds for advantaging select societal groups, and on empirical grounds for facilitating groupthink mechanisms. (...) This paper aims to address these shortcomings by suggesting a role for debating techniques within deliberative education. Because debating stimulates the contestation of diverse opinions, it may counteract the silencing of minority viewpoints and the proliferation of groupthink. At the same time, debating-based formats must be closely regulated in order to not imperil compromise formation. A concrete format is presented that balances these considerations and may therefore contribute to more effective deliberation in the classroom. (shrink)

In our commentary on Lynch et al.’s target paper, we focus on decomposition as a research strategy. We argue that not only the presumptive microbial causes but also their supposed phenotypic effects need to be decomposed relative to each other. Such a dual decomposition strategy ought to improve the way in which causal claims in microbiome research can be made and understood.

In our commentary on Lynch et al.’s target paper, we focus on decomposition as a research strategy. We argue that not only the presumptive microbial causes but also their supposed phenotypic effects need to be decomposed relative to each other. Such a dual decomposition strategy ought to improve the way in which causal claims in microbiome research can be made and understood.

In our commentary on Lynch et al.’s target paper, we focus on decomposition as a research strategy. We argue that not only the presumptive microbial causes but also their supposed phenotypic effects need to be decomposed relative to each other. Such a dual decomposition strategy ought to improve the way in which causal claims in microbiome research can be made and understood.