This paper introduces an agent system for supporting user's dairy work on the Internet like a secretary. In this system, an agent is assigned to a user, and receives requests from the user or other agents. Since there are various kinds of requests, it is difficult to prepare a complete set of request-handling rules in advance. In order to handle various requests, the agent uses Case Based Reasoning (CBR), which is an approach to solve a problem by referring old cases. (...) Requests and cases are described as XML documents, that are easily understandable for both the user and agent, because the agent needs to interact with them. Describing documents in XML enables an agent to match a request and a case more exactly. This agent consists of a request receipt module, planning module, executing module, and case storage module. The request receipt module receive a request from the user or other agents. The request is described as a XML document by interacting with the user. The planning module searches an old case similar to the request, and generates a sequence of basic operations as a plan by referring the case. The executing module executes the plan. If the agent fails to execute a basic operation or requires user's instruction, then it carries out the plan by interacting with the user. The case storage module stores the new case with user's evaluation score into the case base. The experimental results shows that increase in the number of cases raises a proposal rate and accuracy rate. However, too many cases may cause decline in the accuracy rate by inconsistency of user's evaluation. (shrink)

Discussing Plato's views on knowledge, recollection, dialogue, and epiphany, this ambitious volume offers a systematic analysis of the ways that Platonic approaches to education can help students navigate today's increasingly complex moral environment. Though interest in Platonic education may have waned due to a perceived view of Platonic scholarship as wholly impractical, this volume addresses common misunderstandings of Plato's work and highlights the contemporary relevance of Plato's ideas to contemporary moral education. Building on philosophical interpretations, the book argues persuasively that (...) educators might employ Platonic themes and dialogue in the classroom. Split into two parts, the book looks first to contextualise Plato's theory of moral education within political, ethical, and educational frameworks. Equipped with this knowledge, part two then offers contemporary educators the strategies needed for implementing Plato's educational theory within the pluralistic, democratic classroom setting. A Platonic Theory of Moral Education will be of interest to academics, researchers, and post-graduate students in the fields of: ethics; Plato scholarship; moral psychology; educational foundations; and the philosophy of education. This book would also benefit graduate students and scholars in teacher education. Mark E. Jonas is Professor of Education and Professor of Philosophy at Wheaton College, US. Yoshiaki Nakazawa is Assistant Professor of Education at University of Dallas, US. (shrink)

フェミニズム、環境批評、ポストヒューマン、精神分析、ポストコロニアリズム...多彩なトピックから文学の可能性に飛び込もう!読むことの基礎と批評理論の現在が学べるキーワード集。.

大東亜戦争後の世界は誰が引き継ぐのか。「漫然と世界の長」たるアメリカ発のグローバリゼーションの無思想性を超克し、来るべき地球時代の新ビジョンを示す。.

ヨーロッパの“美”と日本の“うつくしさ”の邂逅―それは単に比較文明の問題ではない。両者の邂逅に、西洋形而上学が形而上学=美学の歴史であった所以が立ち現われるなか、“あるがまま”という“うつくしさ”の存 在論が、ヨーロッパの存在論の忘れられた根底と呼び合う。.

Diogenes, Ahead of Print. The aim of this study is to elucidate the genesis of communality in the urban street. Although in the modern world cities have long been seen as research laboratories, in today’s context of globalization they are becoming more radical and dynamic; they are becoming experimental theatres of social change. Since the end of the twentieth century, the political and economic reorganization of the world order is producing dramatic changes in various societies throughout the globe. This is (...) bringing about changes which tend to standardize society and atomize individual subjects. These changes are seemingly connected, but they do exist alone, separately. In this complex situation, we are confronted with the fundamental question, how can people construct communality transcending differences among them? The present study looks for an answer to this question, paying special attention to collective violence in the urban street, where ‘emergent but real’ norms are constructed among the rioters and the communality genesis mechanism is activated. In order to make a case for this urban communality, the analysis focuses on events in the streets of Nairobi at the time of the Second Liberation of 1990s and during the Post-Election Violence of 2007–2008. People with different political and religious affiliation and ethnic identity were involved in violent urban riots. They were originally strangers, but they generated new social order and norms. In the street, they constructed and shared a provisional communality, which was emergent and fluid but also real and firm. (shrink)

Diogenes, Ahead of Print. The aim of this study is to elucidate the genesis of communality in the urban street. Although in the modern world cities have long been seen as research laboratories, in today’s context of globalization they are becoming more radical and dynamic; they are becoming experimental theatres of social change. Since the end of the twentieth century, the political and economic reorganization of the world order is producing dramatic changes in various societies throughout the globe. This is (...) bringing about changes which tend to standardize society and atomize individual subjects. These changes are seemingly connected, but they do exist alone, separately. In this complex situation, we are confronted with the fundamental question, how can people construct communality transcending differences among them? The present study looks for an answer to this question, paying special attention to collective violence in the urban street, where ‘emergent but real’ norms are constructed among the rioters and the communality genesis mechanism is activated. In order to make a case for this urban communality, the analysis focuses on events in the streets of Nairobi at the time of the Second Liberation of 1990s and during the Post-Election Violence of 2007–2008. People with different political and religious affiliation and ethnic identity were involved in violent urban riots. They were originally strangers, but they generated new social order and norms. In the street, they constructed and shared a provisional communality, which was emergent and fluid but also real and firm. (shrink)

The aim of this study is to elucidate the genesis of communality in the urban street. Although in the modern world cities have long been seen as research laboratories, in today’s context of globali...

In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche’s concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers’ article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...) may actually encourage the charge of relativism, especially when it comes to his appropriation of perspectivism for education. This article proposes to pick up where Ramaekers left off. It will argue that Nietzsche’s denial of the opposition between the ‘true’ world and the ‘seeming’ world opens up the possibility for the reestablishment of truth, albeit in a modified form. After examining Nietzsche’s modified ‘realist’ epistemology, the paper will explore the implications of it for his philosophy of education. It will be argued that Nietzsche’s educational philosophy is founded on his concept of perspectivism in so far as he demands that students be rigorously inculcated into a pedagogical framework that teaches students to discriminate between ‘true’ and ‘false’ perspectives. This framework is essential for the development of an intellectually robust and life-affirming culture. (shrink)

In Book II of the Republic, Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the `true city ' and the `healthy one'. Nearly all commentators have argued that Socrates' praise of the city cannot be taken at face value, claiming that it does not represent Socrates' preferred community. The point of this paper is to argue otherwise. The claim (...) is that Socrates genuinely believes the city is a healthy and desirable city, and that he believes that the First City is in fact superior to the Kallipolis. (shrink)

生物学者と哲学者が西田哲学を共通項に生命について徹底的に考え抜く。時間論を経て知の統合に向かう碩学2人による記念碑的対話。.

世界は存在するのか、しないのか。生命とは、人間とは何か―西田幾多郎の哲学は世界のあり方を根源から問う実在論であった。行為的直観、自覚、絶対無の場所、絶対現在、永遠の今、絶対矛盾的自己同一といった西田独 自の概念を、生命論を手がかりに考察することを通して西田哲学と一体化しつつ、自身の思索を深化させる池田哲学の真骨頂が展開する。ピュシス(自然)の発する声に耳を傾けた、『福岡伸一、西田哲学を読む』の続編。 .

Graphical Abstract2013 marks the 50th annual Drew festival in Uto City, Japan, celebrating the work of University of Manchester botanist, Dr. Kathleen Drew-Baker. Her insight into the reproductive biology of algae was the key to efficient farming of the seaweed “nori” which is a familiar component of Japanese food.

A set F of Boolean functions is said to be functionally complete if every Boolean function is definable by combining functions in F. Post clarified when a set of Boolean functions is functionally complete (with respect to classical semantics). In this paper, by extending Post’s theorem, we clarify when a set of Boolean functions is functionally complete with respect to Kripke semantics.