Results for 'Marianna Antonutti Marfori'

180 found
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  1. Informal Proofs and Mathematical Rigour.Marianna Antonutti Marfori - 2010 - Studia Logica 96 (2):261-272.
    The aim of this paper is to provide epistemic reasons for investigating the notions of informal rigour and informal provability. I argue that the standard view of mathematical proof and rigour yields an implausible account of mathematical knowledge, and falls short of explaining the success of mathematical practice. I conclude that careful consideration of mathematical practice urges us to pursue a theory of informal provability.
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  2.  15
    Human-Effective Computability†.Marianna Antonutti Marfori & Leon Horsten - 2019 - Philosophia Mathematica 27 (1):61-87.
    We analyse Kreisel’s notion of human-effective computability. Like Kreisel, we relate this notion to a concept of informal provability, but we disagree with Kreisel about the precise way in which this is best done. The resulting two different ways of analysing human-effective computability give rise to two different variants of Church’s thesis. These are both investigated by relating them to transfinite progressions of formal theories in the sense of Feferman.
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  3.  33
    Naturalising Mathematics: A Critical Look at the Quine-Maddy Debate.Marianna Antonutti Marfori - 2012 - Disputatio 4 (32):323-342.
    This paper considers Maddy’s strategy for naturalising mathematics in the context of Quine’s scientific naturalism. The aim of this proposal is to account for the acceptability of mathematics on scientific grounds without committing to revisionism about mathematical practice entailed by the Quine-Putnam indispensability argument. It has been argued that Maddy’s mathematical naturalism makes inconsistent assumptions on the role of mathematics in scientific explanations to the effect that it cannot distinguish mathematics from pseudo-science. I shall clarify Maddy’s arguments and show that (...)
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  4. The History of Philosophical and Formal Logic: From Aristotle to Tarski.Alex Malpass & Marianna Antonutti Marfori (eds.) - forthcoming - Bloomsbury.
     
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  5.  9
    Ulysses'reason, Nobody's Fault. Reason, Subjectivity and the Critique of Enlightenment.Papastephanou Marianna - 2000 - Philosophy and Social Criticism 26 (6):47-59.
    Drawing on notions of alienation, reification and rationalization in their book Dialectic of Enlightenment, Adorno and Horkheimer explored the phenomenon of reason as such concerning the subject and the species, and diagnosed the pathologies of occidental societies. Reason provides the means for a vulnerable being to subordinate nature and serve its desire for self-preservation. However, this reason is instrumental since it objectifies the world and reifies other beings in order to render them manipulable. It is a subjective reason because it (...)
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  6.  43
    Logic and Knowlegde.Emiliano Ippoliti, Carlo Cellucci & Emily Grosholz (eds.) - 2011 - Cambridge Scholar Publishing.
    Logic and Knowledge -/- Editor: Carlo Cellucci, Emily Grosholz and Emiliano Ippoliti Date Of Publication: Aug 2011 Isbn13: 978-1-4438-3008-9 Isbn: 1-4438-3008-9 -/- The problematic relation between logic and knowledge has given rise to some of the most important works in the history of philosophy, from Books VI–VII of Plato’s Republic and Aristotle’s Prior and Posterior Analytics, to Kant’s Critique of Pure Reason and Mill’s A System of Logic, Ratiocinative and Inductive. It provides the title of an important collection of papers (...)
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  7.  21
    Ferrara, Marianna, "La lotta per il sacrificio. Rappresentazioni categorie metodologie nello studio dell'India antica.".Diana Segarra Crespo - 2014 - 'Ilu. Revista de Ciencias de Las Religiones 19:320-322.
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  8.  5
    Marianna Torgovnick,The War Complex: World War II in Our Time, Xxi + 209 Pp.Michael du Plessis - 2009 - Oxford Literary Review 31 (2):249-255.
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  9.  5
    A Reply to Marianna Papastephanou’s Review of Time and the Rhythms of Emancipatory Education.Michel Alhadeff-Jones - 2018 - Studies in Philosophy and Education 37 (1):103-107.
  10.  3
    A Reply to Marianna Papastephanou's Review of Time and the Rhythms of Emancipatory Education.Michel Alhadeff-Jones - forthcoming - Rhuthmos.
    This text has already been published in Studies in Philosophy and Education, Feb. 2018, n° 37, p.103–107. As we all know it, writing and reading takes time. In the contemporary social and academic context, often shaped by a destabilizing sense of acceleration and urgency, protecting the moments required for such ‘time-consuming' activities is not something that can be taken for granted anymore. The way we commit to a specific task expresses as much about the meaning it may carry that what (...)
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  11. 10. Marianna Bacinetti Florenzi Waddington. Pantheism as the Foundation of the True and the Good.Rebecca Copenhaver & Brian P. A. Copenhaver - 2012 - In Rebecca Copenhaver & Brian P. A. Copenhaver (eds.), From Kant to Croce: Modern Philosophy in Italy 1800-1950. University of Toronto Press. pp. 418-421.
     
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  12.  16
    A Response to Marianna Torgovnick.Shoshana Felman - 2002 - Critical Inquiry 28 (3):785-789.
  13.  8
    11. Marianna Bacinetti Florenzi Waddington. Remarks on Pantheism: The Infinite, the Finite, God, and Man.Rebecca Copenhaver & Brian P. A. Copenhaver - 2012 - In Rebecca Copenhaver & Brian P. A. Copenhaver (eds.), From Kant to Croce: Modern Philosophy in Italy 1800-1950. University of Toronto Press. pp. 422-428.
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  14.  15
    Material Specters: International Conflicts, Disaster Management, and Educational Projects.Marianna Papastephanou - 2011 - Educational Theory 61 (1):97-115.
    In this essay, Marianna Papastephanou discusses three books—Michalinos Zembylas's The Politics of Trauma in Education; Sigal Ben-Porath's Citizenship Under Fire: Democratic Education in Times of Conflict; and Kenneth Saltman's Capitalizing on Disaster: Taking and Breaking Public Schools—from the perspective of the material causality of conflict and of the significance this might have for conflict resolution and the role that education may play in it. Setting out from the Derridean standpoint of spectrality, Papastephanou explores divergences and convergences of Zembylas's critical (...)
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  15.  90
    Why We Can Still Believe the Error Theory.Marianna Bergamaschi Ganapini - 2016 - International Journal of Philosophical Studies 24 (4):523-536.
    The error theory is a metaethical theory that maintains that normative judgments are beliefs that ascribe normative properties, and that these properties do not exist. In a recent paper, Bart Streumer argues that it is impossible to fully believe the error theory. Surprisingly, he claims that this is not a problem for the error theorist: even if we can’t fully believe the error theory, the good news is that we can still come close to believing the error theory. In this (...)
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  16.  8
    Interoception and Autonomic Correlates During Social Interactions. Implications for Anorexia.Marianna Ambrosecchia, Martina Ardizzi, Elisa Russo, Francesca Ditaranto, Maurizio Speciale, Piergiuseppe Vinai, Patrizia Todisco, Sandra Maestro & Vittorio Gallese - 2017 - Frontiers in Human Neuroscience 11.
  17.  7
    The Experience of Pleasure: A Perspective Between Neuroscience and Psychoanalysis.Lorenzo Moccia, Marianna Mazza, Marco Di Nicola & Luigi Janiri - 2018 - Frontiers in Human Neuroscience 12.
  18.  9
    Editors' Introduction: Abstract Concepts: Structure, Processing, and Modeling.Marianna Bolognesi & Gerard Steen - 2018 - Topics in Cognitive Science 10 (3):490-500.
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  19.  38
    No, We Cannot.Bart Streumer - 2016 - International Journal of Philosophical Studies 24 (4):537-546.
    Marianna Bergamaschi Ganapini argues that we can believe the error theory. In this reply, I explain why I still think we cannot.
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  20.  13
    Multisensory Technology for Flavor Augmentation: A Mini Review.Carlos Velasco, Marianna Obrist, Olivia Petit & Charles Spence - 2018 - Frontiers in Psychology 9.
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  21.  11
    Confabulating Reasons.Marianna Bergamaschi Ganapini & Marianna Bergamaschi Ganapini - forthcoming - Topoi:1-13.
    In this paper, I will focus on a type of confabulation that emerges in relation to questions about mental attitudes whose causes we cannot introspectively access. I argue against two popular views that see confabulations as mainly offering a psychological story about ourselves. On these views, confabulations are the result of either a cause-tracking mechanism or a self-directed mindreading mechanism. In contrast, I propose the view that confabulations are mostly telling a normative story: they are arguments primarily offered to justify (...)
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  22.  60
    Globalisation, Globalism and Cosmopolitanism as an Educational Ideal.Marianna Papastephanou - 2005 - Educational Philosophy and Theory 37 (4):533–551.
    In this paper, I discuss globalisation as an empirical reality that is in a complex relation to its corresponding discourse and in a critical distance from the cosmopolitan ideal. I argue that failure to grasp the distinctions between globalisation, globalism, and cosmopolitanism derives from mistaken identifications of the Is with the Ought and leads to naïve and ethnocentric glorifications of the potentialities of globalisation. Conversely, drawing the appropriate distinctions helps us articulate a more critical approach to contemporary cultural phenomena, and (...)
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  23.  13
    Michel Alhadeff-Jones, Time and the Rhythms of Emancipatory Education: Rethinking the Temporal Complexity of Self and Society. Routledge, 2017.Marianna Papastephanou - 2018 - Studies in Philosophy and Education 37 (1):97-102.
  24. Can Subjectivity Be Salvaged?Marianna Papastephanou - 2005 - Common Knowledge 11 (1):136-159.
  25.  21
    Patriotism and Pride Beyond Richard Rorty and Martha Nussbaum.Marianna Papastephanou - 2017 - International Journal of Philosophical Studies 25 (4):484-503.
    Old and new complicities of collective political attachment in violence give patriotism a bad name. Simplistic positions often view collective attachment as either entirely bad or as sanitizable merely by adding to patriotism the adjective ‘critical’. Patriotic affectivity, as illustrated with the political emotion of pride, stands out within philosophical debates. This article argues that, to think about patriotism differently, we need to look more closely at ‘optics’ of patriotism and pride that have escaped debate although they are crucial for (...)
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  26.  28
    The Effect of a Brief Mindfulness Induction on Processing of Emotional Images: An ERP Study.Marianna D. Eddy, Tad T. Brunyé, Sarah Tower-Richardi, Caroline R. Mahoney & Holly A. Taylor - 2015 - Frontiers in Psychology 6.
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  27.  3
    Cosmopolitan Dice Recast.Marianna Papastephanou - 2017 - Educational Philosophy and Theory 49 (14):1338-1350.
    This article argues that hegemonic cosmopolitan narrativity fails to frame a complex cosmopolitan normativity. The hegemonic cosmopolitan narrative celebrates a mobile selfhood merely hospitable to the encountered, mobile diversity that comes ashore. A recent educational-theoretical ‘refugee-crisis’ initiative serves as an illustration of the normative shortcomings of the new cosmopolitanism. The implicit normativity of the dominant cosmopolitan narrativity is, I claim, politically too weak to cover the normative surplus of a more critical cosmo-politics. Cosmopolitanism should be recast to make higher ethico-political (...)
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  28.  8
    Of Course: Michel Foucault, the Mobile Philosopher and His Dreamworlds.Marianna Papastephanou - 2019 - Critical Horizons 20 (1):1-19.
    ABSTRACTFoucault extolled the Iranian revolution and, anticipating the havoc that his public intervention in favour of the revolution would create, he wrote: “I can already hear the French laughing, but I know that they are wrong”. Examining Foucault’s valorisation of certainty and the partisan affectivity it bestows upon knowledge and truth, I read his unusual engagement with the Iranian revolution against the grain. A major tendency is to approach Foucault’s Iranian writings as aberration; against this tendency, I read them as (...)
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  29.  2
    Michel Foucault’s Limit-Experience Limited.Marianna Papastephanou - 2018 - Educational Philosophy and Theory 50 (4):390-403.
    Educational philosophy has not discussed Foucault’s publications on the Iranian Revolution and the related controversy. Foucauldian concepts are applied to education, though his only writings which ‘sidetracked’ him from exploring power within the state, namely, his journalistic accounts of his visits to Iran, remain unexplored in our field. Against moralist accusations of Foucault’s views on Iran as ‘singularly uncritical’, and beyond standard postcolonial charges of Foucault with exoticism and orientalism, I examine how the writings in question reveal ambivalences and limits (...)
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  30.  11
    Virtue-Epistemology and the Chagos Unknown: Questioning the Indictment of Knowledge Transmission.Marianna Papastephanou - 2015 - Ethics and Education 10 (3):284-301.
    Though concerned with knowledge, this article begins with unknown political events that are ignored by the culture and educational practices of the societies in whose name the events took place. The questions that these events raise indicate a relation of epistemology with ethics and education that complicates some theoretical and managerial attitudes to knowledge. This relation, along with Richard Smith’s notion of knowingness, will frame an exploration of virtue-epistemologies that contests epistemic exaggerations of the knower as accomplished virtuous character. The (...)
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  31.  6
    The Utopianism of John Locke's Natural Learning.Zelia Gregoriou & Marianna Papastephanou - 2013 - Ethics and Education 8 (1):18 - 30.
    This article focuses on John Locke's understanding of the student as a natural learner and on the ambiguous utopia of childhood that underpins this understanding. It draws a parallel between the educational utopia of natural learning and colonization, and then investigates ethico-political implications. Locke politicizes natural learning in ways that normalize exclusions at the level of intersubjective ethical relations and naturalize colonial expansion at the level of cosmopolitan right. Thought through to its implications, this claim leads to exploring connections between (...)
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  32.  78
    Singing Numbers… in Cognitive Space — A Dual‐Task Study of the Link Between Pitch, Space, and Numbers.Martin H. Fischer, Marianna Riello, Bruno L. Giordano & Elena Rusconi - 2013 - Topics in Cognitive Science 5 (2):354-366.
    We assessed the automaticity of spatial-numerical and spatial-musical associations by testing their intentionality and load sensitivity in a dual-task paradigm. In separate sessions, 16 healthy adults performed magnitude and pitch comparisons on sung numbers with variable pitch. Stimuli and response alternatives were identical, but the relevant stimulus attribute (pitch or number) differed between tasks. Concomitant tasks required retention of either color or location information. Results show that spatial associations of both magnitude and pitch are load sensitive and that the spatial (...)
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  33.  61
    The 'Cosmopolitan' Self Does Her Homework.Marianna Papastephanou - 2011 - Journal of Philosophy of Education 45 (4):597-612.
    Cosmopolitan concern for the whole world is often treated as oppositional to particular collectivities, to corresponding sensibilities and to the obligations that follow from them. Tensions revolve around demands made upon the self (depending on the emphasis on the local or the global) and infuse educational discourse accordingly. Culturalism approaches the self as a culturally or multiculturally shaped identity, monopolises the terrain of cosmopolitan debate and narrows the scope of cosmopolitan education only to encouraging hybridity of selfhood and to cultivating (...)
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  34.  10
    Detention and the Evolving Threat of Tuberculosis: Evidence, Ethics, and Law.Richard Coker, Marianna Thomas, Karen Lock & Robyn Martin - 2007 - Journal of Law, Medicine and Ethics 35 (4):609-615.
    The issue of detention as a public health control measure has attracted attention recently. This is because the threat of strains of tuberculosis that are resistant to a wider range of drugs has been identified, and there is renewed concern that public health is threatened. This paper considers whether involuntary detention is justified where voluntary measures have failed or where a patient poses a danger, albeit uncertain, to the public. We discuss the need for strengthening evidence-based assessments of public health (...)
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  35.  20
    Parental Substance Abuse As an Early Traumatic Event. Preliminary Findings on Neuropsychological and Personality Functioning in Young Drug Addicts Exposed to Drugs Early.Micol Parolin, Alessandra Simonelli, Daniela Mapelli, Marianna Sacco & Patrizia Cristofalo - 2016 - Frontiers in Psychology 7.
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  36.  37
    Rawls' Theory of Justice and Citizenship Education.Marianna Papastephanou - 2005 - Journal of Philosophy of Education 39 (3):499–518.
  37.  38
    Critical Thinking Beyond Skill.Marianna Papastephanou & Charoula Angeli - 2007 - Educational Philosophy and Theory 39 (6):604–621.
    The aim of this article is to investigate possibilities for conceptions of critical thinking beyond the established educational framework that emphasizes skills. Distancing ourselves from the older rationalist framework, we explain that what we think wrong with the skills perspective is, amongst other things, its absolutization of performativity and outcomes. In reviewing the relevant discourse, we accept that it is possible for the skills paradigm to be change?friendly and context?sensitive but we argue that it is oblivious to other, non?purposive kinds (...)
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  38.  8
    Challenges and opportunities for ELSI early career researchers.Jessica Bell, Mirko Ancillotti, Victoria Coathup, Sarah Coy, Tessel Rigter, Travis Tatum, Jasjote Grewal, Faruk Berat Akcesme, Jovana Brkić, Anida Causevic-Ramosevac, Goran Milovanovic, Marianna Nobile, Cristiana Pavlidis, Teresa Finlay & Jane Kaye - 2016 - BMC Medical Ethics 17 (1):1.
    Over the past 25 years, there has been growing recognition of the importance of studying the Ethical, Legal and Social Implications of genetic and genomic research. A large investment into ELSI research from the National Institutes of Health Human Genomic Project budget in 1990 stimulated the growth of this emerging field; ELSI research has continued to develop and is starting to emerge as a field in its own right. The evolving subject matter of ELSI research continues to raise new research (...)
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  39.  2
    Detention and the Evolving Threat of Tuberculosis: Evidence, Ethics, and Law.Richard Coker, Marianna Thomas, Karen Lock & Robyn Martin - 2007 - Journal of Law, Medicine and Ethics 35 (4):609-615.
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  40.  37
    Method, Philosophy of Education and the Sphere of the Practico-Inert.Marianna Papastephanou - 2009 - Journal of Philosophy of Education 43 (3):451-469.
    This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre's notion of the 'practico-inert' as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico-inert, on the one hand, and praxis, on the other, lies at the heart of (...)
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  41.  24
    Investigating the Improvement of Decoding Abilities and Working Memory in Children with Incremental or Entity Personal Conceptions of Intelligence: Two Case Reports.Marianna Alesi, Gaetano Rappo & Annamaria Pepi - 2015 - Frontiers in Psychology 6.
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  42.  19
    Education, Risk and Ethics.Marianna Papastephanou - 2006 - Ethics and Education 1 (1):47-63.
    While the notion of risk remains under-theorised in moral philosophy, risk aversion and moralist self-protection appear as dominant cultural tendencies saturating educational orientation and practice. Philosophy of education has responded to the educational emphasis on risk management by exposing the unavoidable and positive presence of risk in any endeavour to learn and teach. Taking such responses into account, I discuss how the theoretical connection of risk and education could be radicalised through an ethical approach combined with epistemological and existential concerns. (...)
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  43.  10
    Kant's Cosmopolitanism and Human History.Marianna Papastephanou - 2002 - History of the Human Sciences 15 (1):17-37.
    In this article I discuss Kant's idea of cosmopolitanism both in its prescriptive dimension (its normative content and regulative aspirations) and also its descriptive basis (its crucial philosophical-anthropological assumptions constituting its theoretical justification). My aim is to show that the prescriptive dimension cannot be treated separately from the descriptive one for some difficulties that the latter confronts pervade the former and misinform it. I then proceed to an examination of those difficulties which I locate mainly in Kant's onto-theological commitment to (...)
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  44.  62
    Deconstruction, Anti–Realism and Philosophy of Science—an Interview with Christopher Norris.Christopher Norris & Marianna Papastephanou - 2002 - Journal of Philosophy of Education 36 (2):265–289.
    In this interview, Christopher Norris discusses a wide range of issues having to do with postmodernism, deconstruction and other controversial topics of debate within present-day philosophy and critical theory. More specifically he challenges the view of deconstruction as just another offshoot of the broader postmodernist trend in cultural studies and the social sciences. Norris puts the case for deconstruction as continuing the 'unfinished project of modernity' and—in particular—for Derrida's work as sustaining the values of enlightened critical reason in various spheres (...)
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  45.  41
    Ontology-Assisted Database Integration to Support Natural Language Processing and Biomedical Data-Mining.Jean-Luc Verschelde, Marianna C. Santos, Tom Deray, Barry Smith & Werner Ceusters - 2004 - Journal of Integrative Bioinformatics. Repr. In: Yearbook of Bioinformatics , 39–48 1:1-10.
    Successful biomedical data mining and information extraction require a complete picture of biological phenomena such as genes, biological processes, and diseases; as these exist on different levels of granularity. To realize this goal, several freely available heterogeneous databases as well as proprietary structured datasets have to be integrated into a single global customizable scheme. We will present a tool to integrate different biological data sources by mapping them to a proprietary biomedical ontology that has been developed for the purposes of (...)
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  46.  6
    Motor and Cognitive Growth Following a Football Training Program.Marianna Alesi, Antonino Bianco, Johnny Padulo, Giorgio Luppina, Marco Petrucci, Antonio Paoli, Antonio Palma & Annamaria Pepi - 2015 - Frontiers in Psychology 6.
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  47.  4
    Spatial Stimulus-Response Compatibility and Affordance Effects Are Not Ruled by the Same Mechanisms.Marianna Ambrosecchia, Barbara F. M. Marino, Luiz G. Gawryszewski & Lucia Riggio - 2015 - Frontiers in Human Neuroscience 9.
  48.  20
    Locke's Children? Rousseau and the Beans (Beings?) of the Colonial Learner.Marianna Papastephanou & Zelia Gregoriou - 2014 - Studies in Philosophy and Education 33 (5):463-480.
    Rousseau’s story about Emile having his first moral lesson in property rights by planting beans in a garden plot has educationally been discussed from various perspectives. What remains unexplored in such readings, however, is the connection of the theory of the natural learner with the Lockean rationalization of appropriation of land through cultivation. We will show that this connection forms the subtext of the ‘beans’ episode and grounds the rich and complex textual operations that give to the episode a strong (...)
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  49.  7
    Endurance Exercise Enhances Emotional Valence and Emotion Regulation.Grace E. Giles, Marianna D. Eddy, Tad T. Brunyé, Heather L. Urry, Harry L. Graber, Randall L. Barbour, Caroline R. Mahoney, Holly A. Taylor & Robin B. Kanarek - 2018 - Frontiers in Human Neuroscience 12.
  50.  2
    Stress and Dyadic Coping in Personal Projects of Couples – A Pattern-Oriented Analysis.Tamás Martos, Viola Sallay, Marianna Nagy, Henrietta Gregus & Orsolya Filep - 2019 - Frontiers in Psychology 10.
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