From an aging research and life-course perspective, the transition to retirement marks a significant life-event and provides a unique opportunity to study psychological health and coping during a period of substantial change in everyday life. The aim of the present paper is to: (a) outline the rationale of the HEalth, Ageing and Retirement Transitions in Sweden (HEARTS) study, (b) describe the study sample, and (c) to present some initial results from the two first waves regarding the association between retirement status (...) and psychological health. The HEARTS study is designed to annually study psychological health in the years before and following retirement, and to examine change and stability patterns related to the retirement event. Among a representative Swedish population-based sample of 14 990 individuals aged 60 to 66 years, 5 913 completed the baseline questionnaire in 2015. The majority of the participants (69%) completed a web-based survey, and the rest (31%) completed a paper version. The baseline HEARTS sample represents the general population well in terms of gender and age, but is more highly educated. Cross-sectional findings from the first wave showed that retired individuals demonstrated better psychological health compared to those who were still working. Longitudinal results from the first and second waves showed that individuals who retired between waves showed more positive changes in psychological health compared with those still working or previously retired. (shrink)

Richard Rorty is well known as a propagandist of pragmatism and of a "post-philosophical" culture in which many traditional philosophical debates are dismissed as outrightly fruitless. The paper is mainly concerned with Rorty's dismissal of the realism-antirealism debate. The shift from argument to propaganda which is typical of much of Rorty's reasoning is critically investigated from different perspectives. In particular, it is argued that Rorty cannot convincingly establish a pragmatist position beyond realism and antirealism, and that pragmatism seems to be (...) inadequate with respect to scientific practice. Finally, the fruitfulness of the realism-antirealism debate is defended. (shrink)

Interest in the contribution made by women to the history of philosophy is burgeoning. At the forefront of this revival is Mary Wollstonecraft. While she has long been studied by feminists, and later discovered by political scientists, philosophers themselves have only recently begun to recognise the value of her work for their discipline. This volume brings together new essays from leading scholars, which explore Wollstonecraft's range as a moral and political philosopher of note, both taking a historical perspective and applying (...) her thinking to current academic debates. (shrink)

This book provides an introduction to postphenomenology, an emerging school of thought in the philosophy of technology and science and technology studies, which addresses the relationships users develop with the devices they use.

The writings of women philosophers have often been neglected in the discipline of virtue ethics. In this historical survey of feminist virtue ethics, Sandrine Berges redresses the balance by focusing on key writings of important women philosophers, including Perictione, Heloise, Christine de Pizan, Mary Wollstonecraft and Sophie de Grouchy. A Feminist Perspective on Virtue Ethics first applies the findings of its historical survey to questions on the ethics of care, gender and the public life, and global justice. In what follows, (...) it is argued that the ethical theorizing of women in the past can and should be brought to bear on current philosophical debates. (shrink)

In this paper I look at the philosophical struggles of one eighteenth-century woman writer to reconcile a desire and obvious capacity to participate in the creation of republican ideals and their applications on the one hand, and on the other a deeply held belief that women's role in a republic is confined to the domestic realm. I argue that Marie-Jeanne Phlipon Roland's philosophical writings—three unpublished essays, published and unpublished letters, as well as parts of her memoirs—suggest that even though (...) she adopted a Rousseau-style rural republicanism that relies on complementarity of men and women's virtues, she somehow succeeds in proposing a less sexist picture of the republican family, one that makes it possible for men and women to take an equal part in family business and politics. (shrink)

In this article, I present the arguments of three republican women philosophers of eighteenth-century France, focusing especially on two themes: equality (of class, gender, and race) and the family. I argue that these philosophers, Olympe de Gouges, Marie-Jeanne Phlipon Roland, and Sophie de Grouchy, who are interesting and original in their own right, belong to the neo-republican tradition and that re-discovering their texts is an opportunity to reflect on women’s perspectives on the ideas that shaped our current political thought.

We encounter autonomy in virtually every area of philosophy: in its relation with rationality, personality, self-identity, authenticity, freedom, moral values and motivations, and forms of government, legal, and social institutions. At the same time, the notion of autonomy has been the subject of significant criticism. Some argue that autonomy outweighs or even endangers interpersonal or collective values, while others believe it alienates subjects who don’t possess a strong form of autonomy. These marginalized subjects and communities include persons with physical or (...) psychological disabilities, those in dire economic conditions, LGBTI persons, ethnic and religious minorities, and women in traditional communities or households. This volume illuminates possible patterns in these criticisms of autonomy by bringing to light and critically assessing the contribution of women throughout the history of philosophy on this important subject. The essays in this collection cover a wide range of historical periods and influential female philosophers and thinkers, from medieval philosophy through to contemporary debates. Important authors whose work is considered, among many others, include Hildegard of Bingen, Margaret Cavendish, Anne Conway, Mary Wollstonecraft, Susan Moller Okin, Hélène Cixous, Iris Marion Young, and Judith Jarvis Thomson. Women Philosophers on Autonomy will enlighten and inform contemporary debates on autonomy by bringing into the conversation previously neglected female perspectives from throughout history. (shrink)

We encounter autonomy in virtually every area of philosophy: in its relation with rationality, personality, self-identity, authenticity, freedom, moral values and motivations, and forms of government, legal, and social institutions. At the same time, the notion of autonomy has been the subject of significant criticism. Some argue that autonomy outweighs or even endangers interpersonal or collective values, while others believe it alienates subjects who don't possess a strong form of autonomy. These marginalized subjects and communities include persons with physical or (...) psychological disabilities, those in dire economic conditions, LGBTI persons, ethnic and religious minorities, and women in traditional communities or households. This volume illuminates possible patterns in these criticisms of autonomy by bringing to light and critically assessing the contribution of women throughout the history of philosophy on this important subject. The essays in this collection cover a wide range of historical periods and influential female philosophers and thinkers, from medieval philosophy through to contemporary debates. Important authors whose work is considered, among many others, include Hildegard of Bingen, Margaret Cavendish, Anne Conway, Mary Wollstonecraft, Susan Moller Okin, Hélène Cixous, Iris Marion Young, and Judith Jarvis Thomson. Women Philosophers on Autonomy will enlighten and inform contemporary debates on autonomy by bringing into the conversation previously neglected female perspectives from throughout history. (shrink)

In his Politics, Aristotle decreed that human beings needed to take part in politics to flourish, but that women, despite being human, needed to stay at home and away from politics. This paper offers an overview of how early modern women philosophers worked to makes their lives more political despite being constricted to the domestic sphere. Lucrezia Marinella argued that the home was like a small city, requiring quasi political skill to run, Cavendish believed that politics should cover the home (...) and its inhabitants, not just the so-called ‘public domain’. Mary Astell, less optimistic, thought that women could compensate for the urge to be political by retreating into a well-educated mind. (shrink)

Mary Wollstonecraft argues that women must be independent citizens, but that they cannot be that unless they fulfill certain duties as mothers. This is problematic in a number of ways, as argued by Laura Brace in a 2000 article. However, I argue that if we understand Wollstonecraft's concept of independence in a republican, rather than a liberal context, and at the same time pay close attention to her discussion of motherhood, a feminist reading of Wollstonecraft is not only possible but (...) enriching. I will attempt to show, in particular, that the seeds of a feminist argument for co-parenting are to be found in the Vindication of the Rights of Woman. (shrink)

This paper looks at selected reviews of women’s philosophical (and literary) works by Revolutionary author and politician Pierre-Louis Roederer. This study occasions the following remarks. Women’s works, when they raised political radical and sometimes feminist agendas were not only read and reviewed, but considered part of the general Revolutionary effort to relieve social and political inequalities. Secondly Roederer appears, from these reviews, as committed to convincing the French intellectual community that works by women ought to be taken as seriously as (...) works by men, and to combat the prejudices which meant that they often were not. I will highlight in particular his reading of Mary Wollstonecraft’s Maria, or the Wrongs of Woman as both a fictionalized continuation of the philosophical programme of her Vindication of the Rights of Woman, and as a contribution to the philosophy of emotions – for which he compares it to Sophie de Grouchy’s Letters on Sympathy. I will also look at an unpublished draft in which he compares and contrasts Grouchy, Germaine de Staël, Emilie du Chatelet and Suzanne Necker’s writings on love. (shrink)

Mary Wollstonecraft was one of the greatest philosophers and writers of the Eighteenth century. During her brief career, she wrote novels, treatises, a travel narrative, a history of the French Revolution, a conduct book, and a children's book. Her most celebrated and widely-read work is _A Vindication of the Rights of Woman_. This Guidebook introduces: Wollstonecraft’s life and the background to _A Vindication of the Rights of Woman_ The ideas and text of _A Vindication of the Rights of Woman_ Wollstonecraft’s (...) enduring influence in philosophy and our contemporary intellectual life It is ideal for anyone coming to Wollstonecraft’s classic text for the first time and anyone interested in the origins of feminist thought. (shrink)

This paper focuses on what Mary Astell and Mary Wollstonecraft had to say about women's condition of subservience in the 18th century. While both philosophers held that education played a central role in women's freedom, there were some significant differences in their outlooks. I will try to understand Astell's arguments in the light of Wollstonecraft's subtle and perceptive analysis of oppression. I will further suggest that Wollstonecraft's own account is closely related to Amartya Sen's discussion of adaptive preferences and indeed (...) help identify problems with the latter. (shrink)

While many historians and philosophers have sought to understand the ‘failure’ of the French Revolution to thrive and to avoid senseless violence, very few have referred to the works of two women philosophers who diagnosed the problems as they were happening. This essay looks at how Mary Wollstonecraft and Olympe de Gouges theorised the new tyranny that grew out of the French Revolution, that of ‘petty tyrants’ who found themselves like ‘cocks on a dunghill’ able to wield a new power (...) over those less fortunate than themselves. Both offer diagnoses and prognoses that revolve around education. Wollstonecraft argues that a revolution that is not backed by a previous education of the people is bound to result in chaos and violence. Such education, however, must be slow, and it necessitates the reform of the institutions that most shape the public’s character. A revolution, perforce, is fast, and it often takes several years, or even generations before the spirit of the reforms finds itself implemented into new institutions. Olympe de Gouges shares Wollstonecraft’s worry and she observes that the men who were once dominated quickly become tyrants themselves unless their moral character is already virtuous. But the state of being dominated leaves little room for virtue; hence, newly minted citizens need to be educated in order not to replicate the reign of tyranny onto other. Gouges suggests that the answer to the difficulty she and Wollstonecraft highlighted was to educate the people where they could be found: on the streets, or, where they could easily and willingly be gathered: in theatres. By helping organise revolutionary festivals, highlighting the ways in which citizens could be virtuous, and writing plays to awaken their virtue, and proposing a reform of the theatre, so that the production of such plays would be possible, Gouges offered a plan for the civic education of French citizens in the immediate aftermaths of the Revolution. Unfortunately, the chaos she and Wollstonecraft had sought to remedy, led by the cocks or petty tyrants, ensured that they were unable to see through their plans, with Wollstonecraft having to leave Paris and Gouges being sent to the guillotine. (shrink)

Women philosophers of the past, because they tended not to engage with each other much, are often perceived as isolated from ongoing philosophical dialogues. This has led—directly and indirectly—to their exclusion from courses in the history of philosophy. This article explores three ways in which we could solve this problem. The first is to create a course in early modern philosophy that focuses solely or mostly on female philosophers, using conceptual and thematic ties such as a concern for education and (...) a focus on ethics and politics. The second is to introduce women authors as dialoguing with the usual canonical suspects: Cavendish with Hobbes, Elisabeth of Bohemia with Descartes, Masham and Astell with Locke, Conway with Leibniz, and so on. The article argues that both methods have significant shortcomings, and it suggests a third, consisting in widening the traditional approach to structuring courses in early modern philosophy. (shrink)

Although William Godwin in his biography of his late wife Mary Wollstonecraft suggested that she died an atheist, there is no evidence to support this. It seems on the contrary that throughout the evolution of her moral and political thought, despite some very obvious tensions between theism, feminism, and republicanism, Wollstonecraft maintained a religious perspective. This chapter looks at the evolution of her religious thinking and some of the ways in which she could have, but did not, become an atheist. (...) It argues further that Wollstonecraft worked on her theological views to consolidate her moral and political ones. In particular, far from allowing them to be an obstacle to her radical feminism (as later feminists have supposed) she adapted her religious arguments to support those against the oppression of women. (shrink)

L’intérêt majeur de la thèse de Cindy Coignard dont cet ouvrage est issu est de combler un vide historiographique sur le militantisme des femmes marxistes au cours de la guerre civile espagnole (1936-1939). Hormis l’ouvrage pionnier de l’espagnole Mary Nash sur les femmes républicaines, publié en 1999 (Rojas: las mujeres republicanas en la guerra civil), il n’existait pas à ce jour de monographie sur l’histoire sociale et politique des femmes au sein du POUM (Parti ouvrier d’unification marxi...

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.2 (2005) 142-145 [Access article in PDF] The Doing of Philosophy in the Music Class: Some Practical Considerations. Response to Bennett Reimer Mary J. Reichling University of Louisiana at Lafayette How I respond to Bennett Reimer's challenge depends in part on how we define philosophy in this context. We might think of philosophy as a subject of study, that is, philosophy in itself such (...) as epistemology, metaphysics, and so on. Or we may conceive it as philosophy of music, better designated as aesthetics. Or we may consider philosophy as a verb in the sense of "doing" philosophy where our goal is to assist students in developing their thinking skills. It seems that Reimer is placing focus on the last, the doing of philosophy, not that these other views of philosophy are mutually exclusive; they are not.Yet even this distinction is not sufficient for discussion. I am reminded of a little book edited by Eunice Boardman, titled Dimensions of Musical Thinking and published by MENC in 1989. It is a real gem with many fine ideas. In particular it stresses the relationship of content-area knowledge to thinking, and that is what I want to do. Developing thinking skills does not take place in a vacuum: "Now I am going to think." It occurs with respect to a subject area. We have philosophy of science, philosophy of history, philosophy of art, and so on, and philosophy of music.Further, our thinking about music occurs in at least two different ways. I suggest that music possesses both instrumental and intrinsic value with respect to philosophical analysis, as well as instances where the two values are combined. In pondering these values we bring together several so-called philosophical 'methodologies': the search for meaning or understanding, analysis, criticism, [End Page 142] and synthesis. In the process we build arguments that are consistent, coherent, and correspond with the musical evidence.1And further, in our field, students, whether it be through course content itself or through performance classes, have the advantage of gaining both propositional knowledge, learning that, for example, the rhythmic value of eighth notes, and procedural knowledge or learning how, for example, performing eighth notes vocally or instrumentally.2Both of which challenge the students' thinking skills.It is also important to articulate several assumptions if we aspire to "doing" philosophy within the teaching of music. These include a belief that it is worthwhile to develop such thinking skills as I have outlined; that we are willing to take the time for dialogue within the music class or rehearsal hour; and that we as teachers are willing to be facilitators of questions rather than experts with answers.I shall attempt with a few examples to show how these thinking processes might be integrated into the music curriculum following Jerome Brunner's view that children can be taught anything if done so at their level of understanding.The first example relates to the instrumental value of music as it supports text or programmatic conceptions. Let us consider the text of a particular song such as "Blowing in the Wind" or the "Kookaburra" song, the subject of an opera such as Berg's Wozzeck, or the topic of war as exemplified in Britten's War Requiem or some of the protest songs. We ask students how the extra musical subjects are established musically, how the music communicates the ideas, why one musical setting is preferred or better than another, and so forth. In dialoging about these examples, students must first of all be perceptive listeners or participants, then analyze at their level of ability. For an elementary child such analysis might be as simple as pointing out the tempo, mood, rhythms, dynamics, or other expressive elements. Advanced students will have a more extensive musical background to draw upon. Through the analysis students come to a synthesis of these factors that leads to greater understanding of the meaning of the music as they approach questions of value and beauty. If the teacher... (shrink)

There has been a rising interest in the study of Mary Wollstonecraft (1759-1797) in philosophy, political theory, literary studies and the history of political thought in recent decades. The Wollstonecraftian Mind seeks to provide a comprehensive survey of her work, not only placing it in its historical context but also exploring its contemporary significance. Comprising 38 chapters by a team of international contributors this handbook covers: the background to Wollstonecraft’s work Wollstonecraft’s major works the relationship between Wollstonecraft and other major (...) philosophers Wollstonecraftian philosophy Wollstonecraft’s legacy Essential reading for students and researchers in philosophy, Wollstonecraft’s work is central to the study of political philosophy, literature, French studies, political thought, and feminism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.2 (2005) 142-145 [Access article in PDF] The Doing of Philosophy in the Music Class: Some Practical Considerations. Response to Bennett Reimer Mary J. Reichling University of Louisiana at Lafayette How I respond to Bennett Reimer's challenge depends in part on how we define philosophy in this context. We might think of philosophy as a subject of study, that is, philosophy in itself such (...) as epistemology, metaphysics, and so on. Or we may conceive it as philosophy of music, better designated as aesthetics. Or we may consider philosophy as a verb in the sense of "doing" philosophy where our goal is to assist students in developing their thinking skills. It seems that Reimer is placing focus on the last, the doing of philosophy, not that these other views of philosophy are mutually exclusive; they are not.Yet even this distinction is not sufficient for discussion. I am reminded of a little book edited by Eunice Boardman, titled Dimensions of Musical Thinking and published by MENC in 1989. It is a real gem with many fine ideas. In particular it stresses the relationship of content-area knowledge to thinking, and that is what I want to do. Developing thinking skills does not take place in a vacuum: "Now I am going to think." It occurs with respect to a subject area. We have philosophy of science, philosophy of history, philosophy of art, and so on, and philosophy of music.Further, our thinking about music occurs in at least two different ways. I suggest that music possesses both instrumental and intrinsic value with respect to philosophical analysis, as well as instances where the two values are combined. In pondering these values we bring together several so-called philosophical 'methodologies': the search for meaning or understanding, analysis, criticism, [End Page 142] and synthesis. In the process we build arguments that are consistent, coherent, and correspond with the musical evidence.1And further, in our field, students, whether it be through course content itself or through performance classes, have the advantage of gaining both propositional knowledge, learning that, for example, the rhythmic value of eighth notes, and procedural knowledge or learning how, for example, performing eighth notes vocally or instrumentally.2Both of which challenge the students' thinking skills.It is also important to articulate several assumptions if we aspire to "doing" philosophy within the teaching of music. These include a belief that it is worthwhile to develop such thinking skills as I have outlined; that we are willing to take the time for dialogue within the music class or rehearsal hour; and that we as teachers are willing to be facilitators of questions rather than experts with answers.I shall attempt with a few examples to show how these thinking processes might be integrated into the music curriculum following Jerome Brunner's view that children can be taught anything if done so at their level of understanding.The first example relates to the instrumental value of music as it supports text or programmatic conceptions. Let us consider the text of a particular song such as "Blowing in the Wind" or the "Kookaburra" song, the subject of an opera such as Berg's Wozzeck, or the topic of war as exemplified in Britten's War Requiem or some of the protest songs. We ask students how the extra musical subjects are established musically, how the music communicates the ideas, why one musical setting is preferred or better than another, and so forth. In dialoging about these examples, students must first of all be perceptive listeners or participants, then analyze at their level of ability. For an elementary child such analysis might be as simple as pointing out the tempo, mood, rhythms, dynamics, or other expressive elements. Advanced students will have a more extensive musical background to draw upon. Through the analysis students come to a synthesis of these factors that leads to greater understanding of the meaning of the music as they approach questions of value and beauty. If the teacher... (shrink)

Penser une histoire du hasard est se demander comment le hasard est perçu par les sociétés au fil des âges. Toutes n'ont pas la même sensation du phénomène ; l'Orient et l'Occident, les peuples d'Afrique ou d'Amérique du Sud, les différentes religions, entretiennent avec le hasard des relations spécifiques. De plus, le voyageur, dans cet univers étrange, est habité lui-même par ses sentiments et conceptions. Quatre époques scandent les siècles où se déploie cette histoire ; elles sont ossature et fil (...) conducteur, de la préhistoire à nos jours. Homme hasardeux. Impossible de fixer la date originelle mais à un moment de la préhistoire l'être humain découvre le tirage avec un instrument : fruit dissymétrique, écorce, coquillage... Est-ce le signal qui le distingue de l'animalité? Il perçoit le fortuit, l'aléa des jeux, le sort des espérances, les manifestations des divinités en bonheurs et malheurs. Homme de destin. Les religions subliment le hasard et ses manifestations. Le christianisme permet la découverte de la Providence et de la Grâce. La croix fixe est irréductible au cercle mobile. Mes codes et les règles tentent de circonscrire les vertiges des hasards. Homme improbable. Paradoxe étrange qui voit le développement du calcul des probabilités, à partir de la Renaissance, coïncider avec la perte des repères anciens, engendrant incertitudes et troubles contradictoires. Homme téméraire. Né au mois d'août 1945 dans l'explosion des bombes atomiques à Hiroshima et Nagasaki. Age de tous les risques et de tous les excès, nourri de spéculations, de paris, de jeux et de tricheries. Fondé sur une documentation étendue, cet ouvrage propose une vision globale de l'histoire des sociétés occidentales. Vision qui ne manquera pas d'être discutée si l'on sait que l'origine du mot téméraire renvoie à ténèbres. Sommes-nous aujourd'hui dans les ténèbres? L'auteur a publié Bizarre, anthologie, le symbolisme des jeux, la Tarot de Court de Gébélin (Berg International), Histoire des jeux de société (Flammarion). (shrink)

Scholars consider Mary Wollstonecraft an early feminist political theorist for two reasons: her explicit commitment to educational equality, and her implicit suggestion that the private‐sphere role of motherhood holds political import. My reading of Wollstonecraft's A Vindication of the Rights of Womanuses Wollstonecraft's works and draws upon recent claims made by Sandrine Bergès inThe Social and Political Philosophy of Mary Wollstonecraft to connect these points: educated women are better at performing motherly duties and, therefore, of greater benefit to society. Although (...) many scholars have read Wollstonecraft's arguments for educational equality as a starting point for greater equality, Bergès does not. In this article, I further Bergès's claims and argue that Wollstonecraft's project is limited and likely to reinforce inequality between the sexes. Specifically, I show that Wollstonecraft's educational reforms incentivize women to become nothing more than highly educated housewives. In the process of fulfilling their social and political duty to instill public spirit and private virtue in future citizens, women are re‐entrenched in domestic affairs instead of being freed for public pursuits. This realization, I contend, should cause us to be wary of panaceas for women's subordination that rest on increasing their education. (shrink)

In Sandrine Bergès’s article ‘Revolution and Republicanism: Women Political Philosophers of Late Eighteenth-Century France and Why They Matter’ [2021], neo-Athenian and neo-Roman principles of republicanism are fused in order to show the idiosyncratic political position of Olympe de Gouges, Marie-Jeanne Phlipon Roland, and Sophie de Grouchy. As Bergès acknowledges, this amalgamation renders possible republican readings of women’s writings which so far have not been regarded as republican. Through my reading of Germaine de Staël and Mary Wollstonecraft, my aim will (...) be to show how Staël and Wollstonecraft embody the principles that Bergès highlights, but also venture into other areas tied to republican thinking that Bergès leaves untouched: religion and progress. Wollstonecraft and Staël both tie Christianity closely to their republicanism, maintaining that a future republican state will come through divine intervention. In this way, I hope to add complexity to Bergès’s project by expanding our knowledge of female republicans. (shrink)

Back cover: This book develops a philosophical account that reveals the major characteristics that make an explanation in the life sciences reductive and distinguish them from non-reductive explanations. Understanding what reductive explanations are enables one to assess the conditions under which reductive explanations are adequate and thus enhances debates about explanatory reductionism. The account of reductive explanation presented in this book has three major characteristics. First, it emerges from a critical reconstruction of the explanatory practice of the life sciences itself. (...) Second, the account is monistic since it specifies one set of criteria that apply to explanations in the life sciences in general. Finally, the account is ontic in that it traces the reductivity of an explanation back to certain relations that exist between objects in the world (such as part-whole relations and level relations), rather than to the logical relations between sentences. Beginning with a disclosure of the meta-philosophical assumptions that underlie the author’s analysis of reductive explanation, the book leads into the debate about reduction(ism) in the philosophy of biology and continues with a discussion on the two perspectives on explanatory reduction that have been proposed in the philosophy of biology so far. The author scrutinizes how the issue of reduction becomes entangled with explanation and analyzes two concepts, the concept of a biological part and the concept of a level of organization. The results of these five chapters constitute the ground on which the author bases her final chapter, developing her ontic account of reductive explanation. (shrink)

The book is about logical analysis of natural language. Since we humans communicate by means of natural language, we need a tool that helps us to understand in a precise manner how the logical and formal mechanisms of natural language work. Moreover, in the age of computers, we need to communicate both with and through computers as well. Transparent Intensional Logic is a tool that is helpful in making our communication and reasoning smooth and precise. It deals with all kinds (...) of linguistic context in a fully compositional and anti-contextual way. (shrink)

This book argues that the extraordinary force of the image in contemporary life--the contemporary imaginary--can be traced back to the Byzantine iconoclastic controversy of the eighth and ninth centuries.

This dissertation aims to construct a non-dogmatic defence of common sense. It tries to show why the absence of justification for the judgements of common sense, which the sceptic reveals, does not invalidate them.

The dystopian tale has a special place in our shared cultural heritage. -/- Many of us will have a favourite, or perhaps several. I myself adored the 1984 and The Handmaid’s Tale books as a youngster; moved on to JG Ballard then discovered Philip K. Dick thanks to Minority Report; and in recent years was floored by Black Mirror episodes and videogames such as The Last of Us. -/- The thrill can be explained by one question: ‘What if this horror (...) was actually happening?’ -/- “People say Black Mirror and The Handmaid’s Tale are conspiracies, science fiction – but as a philosopher, I can see a lot of the elements in these films and books that are actually happening now,” Marie Oldfield, AI ethics consultant to the UK government and other organisations, tells BusinessCloud. (shrink)

The visual attention (VA) span is defined as the amount of distinct visual elements which can be processed in parallel in a multi-element array. Both recent empirical data and theoretical accounts suggest that a VA span deficit might contribute to developmental dyslexia, independently of a phonological disorder. In this study, this hypothesis was assessed in two large samples of French and British dyslexic children whose performance was compared to that of chronological-age matched control children. Results of the French study show (...) that the VA span capacities account for a substantial amount of unique variance in reading, as do phonological skills. The British study replicates this finding and further reveals that the contribution of the VA span to reading performance remains even after controlling IQ, verbal fluency, vocabulary and single letter identification skills, in addition to phoneme awareness. In both studies, most dyslexic children exhibit a selective phonological or VA span disorder. Overall, these findings support a multi-factorial view of developmental dyslexia. In many cases, developmental reading disorders do not seem to be due to phonological disorders. We propose that a VA span deficit is a likely alternative underlying cognitive deficit in dyslexia. (shrink)

In recent years there has been an expansion of scientific work on consciousness. However, there is an increasing necessity to integrate evolutionary and interdisciplinary perspectives and to bring affective feelings more centrally into the overall discussion. Pursuant especially to the theorizing of Endel Tulving , Panksepp and Vandekerckhove we will look at the phenomena starting with primary-process consciousness, namely the rudimentary state of autonomic awareness or unknowing consciousness, with a fundamental form of first-person ‘self-experience’ which relies on affective experiential states (...) and raw sensory and perceptual mental existences, to higher forms of knowing and self-aware consciousness. Since current scientific approaches are most concerned with the understanding of higher declarative states of consciousness, we will focus on these vastly underestimated primary forms of consciousness which may be foundational for all forms of higher ‘knowing consciousness’. (shrink)

There are currently two readings of Tractatus, the metaphysical and the therapeutic. I argue that neither of these is satisfactory. I develop a third reading, the elucidatory reading. This shares the therapeutic interpretation’s emphasis on the idea that Wittgenstein’s remarks are intended to work on the reader, but instead of seeing these remarks as directed (problematically) at revealing their own nonsensical status, I take the remarks to be aimed at bringing a certain order to the reader’s perception of language. The (...) point of this order, and the only test of it, is that it enables the philosophical problems to disappear. In particular, it dispels philosophical puzzlement concerning the status of logic, the relation between language and the world, and the relation between thought and language. (shrink)

Individuals of many animal species are said to have a personality. It has been shown that some individuals are bolder than other individuals of the same species, or more sociable or more aggressive. In this paper, we analyse what it means to say that an animal has a personality. We clarify what an animal personality is, that is, its ontology, and how different personality concepts relate to each other, and we examine how personality traits are identified in biological practice. Our (...) analysis shows that biologists often study specific personality traits, such as boldness, sociability or aggressiveness, rather than personalities in general. We claim that personality traits are best understood as dispositions and that they are operationally defined in terms of certain sets of behaviours, which are studied in specific experimental set-ups. Furthermore, we develop an integrative philosophical account that specifies and formalises three criteria for identifying personality traits, which are used in biological practice. For an individual animal to have a personality trait it must, first, behave differently than others. Second, these behavioural differences must be stable over a certain time, and third, they must be consistent in different contexts. (shrink)