How does anything become philosophy? How does anything become philosophically relevant? What is it that makes something, any thing, philosophically relevant? What are the ingredients or components of something philosophical? What must such a thing contain so as to be philosophically relevant? How can one make anything of relevance to the discourse of philosophy? What is it that makes anything and/or thought or idea of and about anything philosophical. and of philosophical relevance? What is the nature, the characteristics and components (...) of the methods, the techniques, approach, questions, etc that enable something to be made philosophy, and philosophically relevant? How is it 4 Quests, questions and questioning 8 Philosophical tools 19 (The many) Aims of philosophizing 24 Individuals & Intersubjectivity 27. (shrink)

This chapter contains sections titled: Notes and References.

Jerry Fodor has argued that concept acquisition cannot be a psychological or “rational-causal” process, but can only be a “brute-causal” process of acquisition. This position generates the “doorknob  DOORKNOB” problem: why are concepts typically acquired on the basis of experience with items in their extensions? I argue that Fodor’s taxonomy of causal processes needs supplementation, and characterize a third type: what I call “intelligible-causal processes.” Armed with this new category I present what I regard as a better response than (...) Fodor’s to the doorknob  DOORKNOB problem. (shrink)

This chapter contains sections titled: Introduction The Theory of Reference as Folk Semantics The Theory of Reference as Proto‐Science Metaphysics Before Semantics How Then Do We Do the Metaphysics? Conclusion References.

This chapter contains sections titled: Born to Be Good? Are There Moral Universals? Is There a Morality Acquisition Device? Morality Without Innateness Appendix: Moral Anti‐nativism and Moral Relativism References.

This chapter contains sections titled: Reply to Devitt and Jackson Reply to Egan Reply to Cowie Reply to Goldman Reply to Sterelny Reply to Prinz Reply to Godfrey‐Smith Reply to Sosa Reply to Bishop References.

This chapter contains sections titled: Stich's Epistemology A Brief Digression: The Role of Intuitions in Epistemology A Critique: The Pragmatic Virtues of Reliabilism Conclusion References.

This chapter contains sections titled: Is Simulation a Natural Category? Simulation and Respects of Similarity Simulation and Motor Cognition Simulation and Face‐based Emotion Attribution Simulation is a Robust and Theoretically Interesting Category References.

This chapter contains sections titled: Introduction The Basic Representationalist Model Model‐based Theorizing and Homuncular Functionalism Other Pieces of the Picture “Look, Mr Dalton …” References.

This chapter contains sections titled: I II III IV V References.

This chapter contains sections titled: How Eliminativism Became Embroiled in the Theory of Reference Stich on the Meta‐theory of Reference, and Eliminativism Stich's Way Out The Easy Way Out The Theory of Reference and How Sentences Code for Content Coda Notes and References.

This chapter contains sections titled: Beyond Simulation and the Theory‐Theory A Hybrid Theory of Interpretation and Prediction Innateness on a Hybrid Model The Poverty of the Stimulus Acquisition and General Learning Abilities Optimality, Adaptation, Learning Reprise References.

Editorial: 20 Years of Principia, dedicated to the memory of Prof. Oswaldo Porchat. Interview with Luiz Henrique Dutra.

When students are meaningfully involved and emotionally invested in content, they learn more and perform better. In 20 strategies for increasing student engagement, Dr. William N. Bender provides practical examples, guidelines, and the research behind his teaching tips to help educators focus on specific strategies for engaging students in the classroom. In today's rigorous educational landscape, even the most effective teachers are working to polish their practice. Bender offers a wealth of ways to develop intensive, attention-grabbing instructional techniques that foster (...) high levels of student achievement.--from book cover. (shrink)

Editorial: 20 Years of Principia, dedicated to the memory of Prof. Oswaldo Porchat. Interview with Luiz Henrique Dutra.

We characterize Δ20-categoricity in Boolean algebras and linear orderings under some extra effectiveness conditions. We begin with a study of the relativized notion in these structures.

Horizonte, 20 anos! Apresentação, Horizonte, v 15, n. 45, jan./mar. 2017.

Experimental philosophy of language, as a subdiscipline of experimental philosophy, shares its most important defining characteristic: conducting empirical studies to solve traditional problems in the philosophy of language. Much of the attention in the field has been directed to theories of reference because of the influential 2004 article by Edouard Machery, Ron Mallon, Shaun Nichols, and Stephen Stich, Semantics, Cross-Cultural Style. After almost 20 years of research, it is time to take stock. This introduction has two goals. First, to represent (...) the discipline’s past and current state, and highlight which have been the topics of study addressed by the discipline in addition to the theories of reference. Second, to draw attention to corpus methods in the experimental philosophy of language, a methodology that, although not the most widespread today, is gaining more and more adherents. (shrink)

本书内容包括两部分。上编为“西方美学的传入和中国美学的本体论问题的提出”;下编为“马克思主义指导下的中国美学本体论的多元探索”。.

We construct the set of the title, answering a question of Cholak, Jockusch, and Slaman [1], and discuss its connections with the study of the proof-theoretic strength and effective content of versions of Ramsey's Theorem. In particular, our result implies that every ω-model of RCA 0 + SRT 2 2 must contain a nonlow set.

20 años de insistencia: las imágenes de Darío Santillán y Maximiliano Kosteki en la estación.

本书是对20世纪的法国哲学流派的研究。主要有胡塞尔、柏格森、、普鲁斯特、海德格尔、萨特与梅洛-庞蒂、列维那、福柯、德勒兹、米歇尔-塞尔、利奥塔尔、德里达等哲学家的哲学思想研究。.

本书内容包括20世纪90年代以后的生态社会主义概述, 20世纪90年代以后的生态社会主义的新变化与动因, 20世纪90年代以后的生态社会主义的主要新观点——反思与批判, 生态社会主义的实践和启示等.

本书将20世纪的墨学研究,以1919、1949、1976年为界分为四个时期,分期论述了各时期的《墨子》整理、墨家社会学说研究与评价、默学史研究与考证等。.

Статтю присвячено дослідженню радянської політики щодо німецьких релігійних конфесій на території Криму в 20-30-ті рр. ХХ ст. Проаналізовано законодавство, висвітлено етапи ліквідації церкви, антирелігійну пропаганду, поведінку німців у нових історичних реаліях.

全书共分为三篇,内容包括:20世纪西方美学原理体系、20世纪中国美学原理体系、中西美学原理体系比较。.

本书具有总论的性质,主要是从宏观上阐明和论述20世纪西方哲学东渐史的下述论题,全面展示20世纪西方哲学东渐的整体面貌,提示了20世纪西方哲学东渐的规律性。.