It is a commonplace of constructivist thought that a claim that an object of a certain kind exists is to be backed by an explicit display or exhibition of an object that is manifestly of that kind. Let us refer to this requirement as the exhibition condition. The main objective of this essay is to examine this requirement and to arrive at a better understanding of its epistemic character and the role that it plays in the two main (...) constructivist philosophies of this century---the intuitionist programme of Brouwer and Weyl, and the finitist programme of Hilbert. (shrink)

Over 45 million Americans are uninsured or underinsured. Those living in poverty exhibit the worst health status. Employment, education, income, and race are important factors in a person's ability to acquire healthcare access. Having established that there are people lacking healthcare access due to multi-factorial etiologies, the question arises as to whether the intervention necessary to assist them in obtaining such access should be considered a privilege, or a right. The right to healthcare access is examined from the perspective of (...) Western thought. Specifically through the works of Aristotle, Immanuel Kant, Thomas Hobbes, Thomas Paine, Hannah Arendt, James Rawls, and Norman Daniels, which are accompanied by a contemporary example of intervention on behalf of the medically needy by the The Johns Hopkins Urban Health Institute. (shrink)

Bergman's approach to epistemology has deep roots in the Prague School of philosophy, particularly in the philosophical system of Bolzano and an interest in the problem of inner perception. In his criticism of Kant's system, however, we also find an emphasis on faith as an attitude of trust and confidence between man and God. This move is not meant to present faith as superior to knowledge or replacing it. The trend is rather in the direction of a complex co-existence of (...) the two attitudes. This co-existence comes to the fore in the relation between construction and evidence and a certain delineation of the spheres to which these concepts can be applied. The suggestion is that in spite of the presence of evidence in the inner realm of human perception, that realm is open to the immanent sphere. Paradoxically self-certainty exhibited in faith goes beyond the self, while construction as a liberate activisation of the self remains within the empirical. (shrink)

Bergman's approach to epistemology has deep roots in the Prague School of philosophy, particularly in the philosophical system of Bolzano and an interest in the problem of inner perception. In his criticism of Kant's system, however, we also find an emphasis on faith as an attitude of trust and confidence between man and God. This move is not meant to present faith as superior to knowledge or replacing it. The trend is rather in the direction of a complex co-existence of (...) the two attitudes. This co-existence comes to the fore in the relation between construction and evidence and a certain delineation of the spheres to which these concepts can be applied. The suggestion is that in spite of the presence of evidence in the inner realm of human perception, that realm is open to the immanent sphere. Paradoxically self-certainty exhibited in faith goes beyond the self, while construction as a liberate activisation of the self remains within the empirical. (shrink)

Bergman's approach to epistemology has deep roots in the Prague School of philosophy, particularly in the philosophical system of Bolzano and an interest in the problem of inner perception. In his criticism of Kant's system, however, we also find an emphasis on faith as an attitude of trust and confidence between man and God. This move is not meant to present faith as superior to knowledge or replacing it. The trend is rather in the direction of a complex co-existence of (...) the two attitudes. This co-existence comes to the fore in the relation between construction and evidence and a certain delineation of the spheres to which these concepts can be applied. The suggestion is that in spite of the presence of evidence in the inner realm of human perception, that realm is open to the immanent sphere. Paradoxically self-certainty exhibited in faith goes beyond the self, while construction as a liberate activisation of the self remains within the empirical. (shrink)

The notion of the "construction" or "exhibition" of a concept in intuition is central to Kant's philosophical account of geometry. Kant invokes this notion in all of his major Critical Era discussions of mathematics. The most extended discussion of mathematics, and geometry more specifically, occurs in "The Discipline of Pure Reason in its Dogmatic Employment." In this later section of the Critique, Kant makes it clear that construction-in-intuition is central to his philosophy of mathematics by presenting it (...) as the defining characteristic of mathematical knowledge. He claims: [M]athematical knowledge is the knowledge gained by reason from the construction of concepts. To construct a concept means to exhibit a... (shrink)

Genomic instability is a hallmark of cancer. Cancer cells that exhibit abnormal chromosomes are characteristic of most advanced tumours, despite the potential threat represented by accumulated genetic damage. Carcinogenesis involves a loss of key components of the genetic and signalling molecular networks; hence some authors have suggested that this is part of a trend of cancer cells to behave as simple, minimal replicators. In this study, we explore this conjecture and suggest that, in the case of cancer, genomic instability has (...) an upper limit that is associated with a minimal cancer cell network. Such a network would include (for a given microenvironment) the basic molecular components that allow cells to replicate and respond to selective pressures. However, it would also exhibit internal fragilities that could be exploited by appropriate therapies targeting the DNA repair machinery. The implications of this hypothesis are discussed. (shrink)

Constructive deviance, rule-breaking to benefit the organization, is an emerging topic in the scholarly research and is considered to be an ethical decision. Despite the value of guiding constructive deviance in organizations, the effect of ethics-oriented leadership on employees’ constructive deviance remains unclear. This research identifies leader moral humility as a new antecedent of constructive deviance and examines how and when leader moral humility influences employee constructive deviance. Drawing on social–cognitive theory, we propose that leader moral humility fosters employee moral (...) identity, which in turn triggers employees to exhibit constructive deviance. Moreover, the mediating effect of moral identity is more pronounced when normative conflict with organizational rules is high, as this conflict inspires identity-driven behavior. Two studies with scenario-based experimental and time-lagged field methods provided general support for our hypotheses. Study 1 reveals that leader moral humility positively affects constructive deviance via employee moral identity. Study 2 replicates and extends Study 1 to support the moderating role of normative conflict. These findings enrich the understanding of constructive deviance by shedding light on the moral cognitive process in the relationship between leader moral humility and employee constructive deviance and by identifying the boundary condition for the relationship. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 21-40 [Access article in PDF] Unifying the Curriculum with an Art Exhibition:In the American Grain Terry Barrett This is an account of a whole-school faculty designing and teaching a five-month whole-school curriculum based on an exhibit of modern American art, In the American Grain, in a public school in the Pacific Northwest, grades 6-12. This account is a case-study of a (...) successful attempt of teachers, students, and administrators at one school, in one time and place, unifying the whole curriculum by having an art exhibit at the center of learning. The account is given through many voices, especially those of the students in the school who participated in the curriculum, and the teachers who invented it. I served the school as a faculty advisor and thus the telling is in the voice of a participant-observer but I rely heavily on the experiences of the participants and their ways of telling. The students and teachers are unabashedly enthused about what they were able to accomplish in teaching and learning, and are eager to share their experiences with other learningcommunities. This account begins with a short history of the recently founded school and an overview of its curricular mission. It proceeds with students telling about projects they did and their experiences of the curriculum, which evolved around In the American Grain; teachers talking about their experiences with the curriculum; and the founding principal's responses to the curriculum. It ends with my observations and conclusions. I hope that this account might encourage other educators to initiate their own attempts at school reform by placing the arts at the center of the curriculum. The School Vancouver School of Arts and Academics opened in September of 1996 with 525 middle and high school students (grades 6-11 with 12th grade added the following year) in a renovated building originally constructed as a high school in 1928. 2 The school has a new theater, recording studio, rehearsal rooms, and art studios. The school is dedicated to "the dual mission [End Page 21] of academic rigor and artistic excellence," with an evolving curriculum in which all areas of study (math, science, language arts, and social studies) and a full spectrum of arts disciplines (music, theater, dance, moving imagery, literature, and visual arts) are focused around artistic themes taught through interdisciplinary approaches. 3All students attend the school full-time. The mornings are devoted to "academics," subjects that are team-taught to "core groups" of students of combined grades (6-7-8, 9-10, 11-12) and the afternoons consist of three hours of arts instruction in elected classes of mixed-age students. There are four teachers for each core of about 100 students. Teaching and learning is project-based, interdisciplinary, on an art-centered school theme pre-selected for the year by the faculty. In selecting its theme for a year, the faculty follows the state of Washington's pattern for social studies concentrating one year on world history, the next on United States history, and the next on state history. The faculty also privileges an art form for the year: year one is visual arts; year two, music; year three drama; and so forth. Theme-related projects are conducted by students working individually or in small groups of two to three, and are usually teacher-suggested at the junior high level and student-initiated at the senior high level.Students enroll from all areas of the Vancouver school district and neighboring districts. 4 Students and their parents are interviewed and students are selected for the school on the basis of a demonstrated interest in the arts, not on portfolios or auditions, nor on the basis of special designations such as "gifted and talented." Most of the students are from working-class families, and most students graduating from the school go on to college.All faculty members applied to teach at the school, and all have personal interest and expertise in one or more art forms. For example, Mr... (shrink)

This article explores the construction of offences as ‘accidental’ in police-suspect interactions. The data comprise audio-recorded investigative interviews, which were analysed using conversation analysis. In these interviews, suspects often do not explicitly state the nature of their defence when answering police officers’ questions; instead, suspects’ defensive practices or techniques are embedded in the narrative accounts they give of what happened, thus exhibiting rather claiming their ‘innocence’. My focus here is on a particular type of defence, namely, one in which (...) suspects portray an event as having been ‘accidental’. I show that this defence of ‘accident’ is associated with several discourse features including: building a plausible and trivial context in which the untoward incident occurred, describing the untoward action or series of actions, using impersonal or agentless constructions, and representing the disproportionality between the putative victim’s reaction and the aggressor’s untoward conduct. The accountability of these descriptions, however, does not rely on one unique feature, but rather on suspects’ ability to combine these features in such a way that each establishes the grounds for others. (shrink)

Psychological construction represents an important new approach to psychological phenomena, one that has the promise to help us reconceptualize the mind both as a behavioral and as a biological system. It has so far been developed in the greatest detail for emotion, but it has important implications for how researchers approach other mental phenomena such as reasoning, memory, and language use. Its key contention is that phenomena that are characterized in (folk) psychological vocabulary are not themselves basic features of (...) the mind, but are constructed from more basic psychological operations. The framework of mechanistic explanation, currently under development in philosophy of science, can provide a useful perspective on the psychological construction approach. A central insight of the mechanistic account of explanation is that biological and psychological phenomena result from mechanisms in which component parts and operations do not individually exhibit the phenomena of interest but function together in an orchestrated and sometimes in a complex dynamical manner to generate it. While at times acknowledging the compatibility of the mechanist approach with constructionist approach (Lindquist, Wager, Kober, Bliss-Moreau, & Barrett, 2012), proponents of the constructionist approach have at other times pitched their approach as anti-mechanist. For example, Barrett (2009) claims that the psychological constructionist approach rejects machines as the primary metaphor for understanding the mind, instead favoring a recipe metaphor; constructionism also purportedly rejects the “mechanistic” picture of causation, which it portrays as linear or sequential in nature (see also Barrett, Wilson-Mendenhall, & Barsalou, in press). While some mechanistic accounts do fit this description, we will see that the mechanisms generating phenomena can be complex and dynamic, producing phenomena far less stereotypic and more adaptive than people often associate with machines. Our goal, however, is not just to render constructionism and mechanism compatible. Philosophers of science have been examining the nature of mechanistic explanation in biology with the goal of gaining new insights into the operation of science. We will identify some of the places where the mechanistic account can shed new light on the constructionist project. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 107-119 [Access article in PDF] Museum as Process Carol S. Jeffers Introduction Today's art museums are committed to completing major expansion and renovation projects, and vigorously carrying out their stated missions. 1 These missions typically are concerned with processes of acquisition, preservation, exhibition, and education. The National Gallery of Art, for example, is dedicated to "preserving, collecting, exhibiting, and fostering the (...) understanding of works of art." 2 Similarly, the Getty Museum at the J. Paul Getty Center seeks to "delight, inspire, and educate the public by acquiring, conserving, studying, exhibiting, and interpreting works of art." 3 Such processes are strategic, of course, and give direction and purpose to the range of programs and services offered by these institutions. Ensuring that visitors are surrounded by works of art, "at the highest quality," these processes also give rise to a particular view of the museum as an "object of reflection, contemplation, and discussion." 4Although unstated, I shall argue that art museums typically have other missions that are actively, if insidiously implemented through processes of representation (re-presentation), socialization, institutionalization, and commodification.The museum functions as a "socializing institution," that both represents and presents cultural assumptions, as well as social and aesthetic values to young and old alike. 5 These processes succeed in establishing an "ideology of aesthetic autonomy — the compartmental conception of fine art that segregates it to the separate realm of the museum." 6 Simultaneously, they present "ideology in material form." 7 The museum itself is a representation that tends to take on an independent and ultimately self-reflecting existence. In a Debordian view, "it is a spectacle, which, in its generality, is a concrete inversion of life, and as such, the autonomous movement of 8 [End Page 107] non-life." Through processes of representation and commodification, the spectacular museum is constructed as a frame that influences the public perception of art and society. Moreover, this ideological frame influences how the public experiences constructs of time and place, and how it comes to know about art in relation to the real world.Today's thriving art museums — and the various processes that deliver both their overt and covert missions — are likely to have a greater impact on society than ever before. With such potential, it seems especially important at this juncture to examine critically the art museum as process; to deconstruct that which has been "constructed as a symbol in Western society since the Renaissance." 9 In undertaking such an examination, then, the first task is to describe current museum impact on the public. Of special concern are questions about what the museum represents to its visitors, particularly to young students and teachers, and how these representations shape constructions of knowledge, conceptions of art, and roles for visitors and artists. Contemporary representations themselves raise questions about the historical context in which they originated, developed, and were carried forward. As a second task, then, this essay will present a historical-critical analysis that integrates several theoretical perspectives on the origins, development, and implications of the Western museum and its various processes. Next, I will consider the possibility and implications of visitor impact on museum processes. This last section includes examples of alternative museum approaches whose mission is implemented through active visitor participation in processes of conversation and community. Collecting and Exhibiting: The Museum as Sacred Grove The museum as a symbol in Western society is apparently recognized and understood as such, even by its youngest members. Children in the United States, Canada, and France, for example, can offer definitions of an art or other museum, and know how to "act and react" within one, even though they may have had extremely limited ornoprior museum experiences. 10 To these children, a museum is a venerable, quiet place, "like the library." 11 When asked, "what is a museum?" children typically respond with: "a place to collect things," or "a big place where lots of people go" to see "old stuff" and "lots of pictures." 12 In general, children seem to view museums as sites for exposition, and as repositories for... (shrink)

Conventional models for Social Construction of Technology fail to take into account the prevailing influence of a new technological/social phenomenon-the modern business corporation. Corporate autonomy, power and influence, as exhibited especially since the mid-1970s, has made necessary the consideration of a new concept: the Technological Construction of Society, a novel form of technological determinism which pays due attention to the role of large, publicly-traded, professionally managed business corporations.

Innovative verbs in Japanese are formed from nouns of various sources including loanwords, Sino-Japanese nouns, mimetics, and proper names. Regardless of their different origin, these innovative denominal verbs exhibit a collection of intriguing properties, ranging from phonological, morphological, to semantic and pragmatic. These properties are not strictly predictable from the component parts including the nature of the parent noun and verbal morphology. Such an unpredictable nature is suggestive of a constructional analysis. The form-meaning-function complex takes a templatic representation, which expresses (...) the phonological and morphological characteristics, and associated with it are semantic and pragmatic properties. These phonological, morphological, semantic, and pragmatic properties combine to capture the nature of innovative denominal verbs as a construction. The analysis supports the idea of applying construction grammar to morphology along the lines of the developing field of construction morphology (e.g., Booij, Compounding and derivation: Evidence for construction morphology, John Benjamins, 2005, Construction morphology and the lexicon: 34–44, Cascadilla Press, 2007, Linguistische Berichte 19: 1–14, 2009a, Compounding and construction morphology, Oxford University Press, 2009b). We further show how insights from templatic (or prosodic) morphology (e.g., McCarthy and Prince, Prosodic morphology, University of Massachusetts and Brandeis University, 1986, Natural Language and Linguistic Theory 8: 209–282, 1990) can be conceptualized in terms of construction grammar. (shrink)

We evaluate the consistency of different constructs affecting risk attitude in individuals’ decisions across different levels of risk. Specifically, we contrast views suggesting that risk attitude is a single primitive construct with those suggesting it consists of multiple latent components. Additionally, we evaluate such constructs as sensitivity to losses, diminishing sensitivity to increases in payoff, sensitivity to variance, and risk acceptance (the willingness to accept probable outcomes over certainty). In search of trait-like constructs, the paper reviews experimental results focusing on (...) the consistency of these constructs in different tasks as well as their temporal consistency. Overall, the findings show that the most consistent factor is risk acceptance, and they also demonstrate its potential boundaries. These results are modeled with a simple quantitative index of subjective risk. A survey of decisions under risk further reveals that participants exhibit almost no consistency across different tasks in this setting, highlighting the advantage of experiential tasks for studying individual differences. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 21-40 [Access article in PDF] Unifying the Curriculum with an Art Exhibition:In the American Grain Terry Barrett This is an account of a whole-school faculty designing and teaching a five-month whole-school curriculum based on an exhibit of modern American art, In the American Grain, in a public school in the Pacific Northwest, grades 6-12. This account is a case-study of a (...) successful attempt of teachers, students, and administrators at one school, in one time and place, unifying the whole curriculum by having an art exhibit at the center of learning. The account is given through many voices, especially those of the students in the school who participated in the curriculum, and the teachers who invented it. I served the school as a faculty advisor and thus the telling is in the voice of a participant-observer but I rely heavily on the experiences of the participants and their ways of telling. The students and teachers are unabashedly enthused about what they were able to accomplish in teaching and learning, and are eager to share their experiences with other learningcommunities. This account begins with a short history of the recently founded school and an overview of its curricular mission. It proceeds with students telling about projects they did and their experiences of the curriculum, which evolved around In the American Grain; teachers talking about their experiences with the curriculum; and the founding principal's responses to the curriculum. It ends with my observations and conclusions. I hope that this account might encourage other educators to initiate their own attempts at school reform by placing the arts at the center of the curriculum. The School Vancouver School of Arts and Academics opened in September of 1996 with 525 middle and high school students (grades 6-11 with 12th grade added the following year) in a renovated building originally constructed as a high school in 1928. 2 The school has a new theater, recording studio, rehearsal rooms, and art studios. The school is dedicated to "the dual mission [End Page 21] of academic rigor and artistic excellence," with an evolving curriculum in which all areas of study (math, science, language arts, and social studies) and a full spectrum of arts disciplines (music, theater, dance, moving imagery, literature, and visual arts) are focused around artistic themes taught through interdisciplinary approaches. 3All students attend the school full-time. The mornings are devoted to "academics," subjects that are team-taught to "core groups" of students of combined grades (6-7-8, 9-10, 11-12) and the afternoons consist of three hours of arts instruction in elected classes of mixed-age students. There are four teachers for each core of about 100 students. Teaching and learning is project-based, interdisciplinary, on an art-centered school theme pre-selected for the year by the faculty. In selecting its theme for a year, the faculty follows the state of Washington's pattern for social studies concentrating one year on world history, the next on United States history, and the next on state history. The faculty also privileges an art form for the year: year one is visual arts; year two, music; year three drama; and so forth. Theme-related projects are conducted by students working individually or in small groups of two to three, and are usually teacher-suggested at the junior high level and student-initiated at the senior high level.Students enroll from all areas of the Vancouver school district and neighboring districts. 4 Students and their parents are interviewed and students are selected for the school on the basis of a demonstrated interest in the arts, not on portfolios or auditions, nor on the basis of special designations such as "gifted and talented." Most of the students are from working-class families, and most students graduating from the school go on to college.All faculty members applied to teach at the school, and all have personal interest and expertise in one or more art forms. For example, Mr... (shrink)

Confabulation is a symptom central to many psychiatric diagnoses and can be severely debilitating to those who exhibit the symptom. Theorists, scientists, and clinicians have an understandable interest in the nature of confabulation—pursuing ways to define, identify, treat, and perhaps even prevent this memory disorder. Appeals to confabulation as a clinical symptom rely on an account of memory’s function from which cases like the above can be contrasted. Accounting for confabulation is thus an important desideratum for any candidate theory of (...) memory. Many contemporary memory theorists now endorse Constructivism, where memory is understood as a capacity for constructing plausible representations of past events. Constructivism’s aim is to account for and normalize the prevalence of memory errors in everyday life. Errors are plausible constructions that, on a particular occasion have led to error. They are not, however, evidence of malfunction in the memory system. While Constructivism offers an uplifting repackaging of the memory errors to which we are all susceptible, it has troubling implications for appeals to confabulation in psychiatric diagnosis. By accommodating memory errors within our understanding of memory’s function, Constructivism runs the risk of being unable to explain how confabulation errors are evidence of malfunction. After reviewing the literature on confabulation and Constructivism, respectively, I identify the tension between them and explore how different versions of Constructivism may respond. The paper concludes with a proposal for distinguishing between kinds of false memory—specifically, between misremembering and confabulation—that may provide a route to their reconciliation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 107-119 [Access article in PDF] Museum as Process Carol S. Jeffers Introduction Today's art museums are committed to completing major expansion and renovation projects, and vigorously carrying out their stated missions. 1 These missions typically are concerned with processes of acquisition, preservation, exhibition, and education. The National Gallery of Art, for example, is dedicated to "preserving, collecting, exhibiting, and fostering the (...) understanding of works of art." 2 Similarly, the Getty Museum at the J. Paul Getty Center seeks to "delight, inspire, and educate the public by acquiring, conserving, studying, exhibiting, and interpreting works of art." 3 Such processes are strategic, of course, and give direction and purpose to the range of programs and services offered by these institutions. Ensuring that visitors are surrounded by works of art, "at the highest quality," these processes also give rise to a particular view of the museum as an "object of reflection, contemplation, and discussion." 4Although unstated, I shall argue that art museums typically have other missions that are actively, if insidiously implemented through processes of representation (re-presentation), socialization, institutionalization, and commodification.The museum functions as a "socializing institution," that both represents and presents cultural assumptions, as well as social and aesthetic values to young and old alike. 5 These processes succeed in establishing an "ideology of aesthetic autonomy — the compartmental conception of fine art that segregates it to the separate realm of the museum." 6 Simultaneously, they present "ideology in material form." 7 The museum itself is a representation that tends to take on an independent and ultimately self-reflecting existence. In a Debordian view, "it is a spectacle, which, in its generality, is a concrete inversion of life, and as such, the autonomous movement of 8 [End Page 107] non-life." Through processes of representation and commodification, the spectacular museum is constructed as a frame that influences the public perception of art and society. Moreover, this ideological frame influences how the public experiences constructs of time and place, and how it comes to know about art in relation to the real world.Today's thriving art museums — and the various processes that deliver both their overt and covert missions — are likely to have a greater impact on society than ever before. With such potential, it seems especially important at this juncture to examine critically the art museum as process; to deconstruct that which has been "constructed as a symbol in Western society since the Renaissance." 9 In undertaking such an examination, then, the first task is to describe current museum impact on the public. Of special concern are questions about what the museum represents to its visitors, particularly to young students and teachers, and how these representations shape constructions of knowledge, conceptions of art, and roles for visitors and artists. Contemporary representations themselves raise questions about the historical context in which they originated, developed, and were carried forward. As a second task, then, this essay will present a historical-critical analysis that integrates several theoretical perspectives on the origins, development, and implications of the Western museum and its various processes. Next, I will consider the possibility and implications of visitor impact on museum processes. This last section includes examples of alternative museum approaches whose mission is implemented through active visitor participation in processes of conversation and community. Collecting and Exhibiting: The Museum as Sacred Grove The museum as a symbol in Western society is apparently recognized and understood as such, even by its youngest members. Children in the United States, Canada, and France, for example, can offer definitions of an art or other museum, and know how to "act and react" within one, even though they may have had extremely limited ornoprior museum experiences. 10 To these children, a museum is a venerable, quiet place, "like the library." 11 When asked, "what is a museum?" children typically respond with: "a place to collect things," or "a big place where lots of people go" to see "old stuff" and "lots of pictures." 12 In general, children seem to view museums as sites for exposition, and as repositories for... (shrink)

Classically, any structure for a signature ${\rm{\Sigma }}$ may be completed to a model of a desired regular theory ${T}}$ by means of the chase construction or small object argument. Moreover, this exhibits ${\rm{Mod}}\left$ as weakly reflective in ${\rm{Str}}\left$.We investigate this in the constructive setting. The basic construction is unproblematic; however, it is no longer a weak reflection. Indeed, we show that various reflectivity principles for models of regular theories are equivalent to choice principles in the ambient set (...) theory. However, the embedding of a structure into its chase-completion still satisfies a conservativity property, which suffices for applications such as the completeness of regular logic with respect to Tarski models.Unlike most constructive developments of predicate logic, we do not assume that equality between symbols in the signature is decidable. While in this setting, we also give a version of one classical lemma which is trivial over discrete signatures but more interesting here: the abstraction of constants in a proof to variables. (shrink)

In this paper, I present an interpretation of the use of constructions in both the problems and theorems of Elements I–VI, in light of the concept of given as developed in the Data, that makes a distinction between the way that constructions are used in problems, problem-constructions, and the way that they are used in theorems and in the proofs of problems, proof-constructions. I begin by showing that the general structure of a problem is slightly different from that stated by (...) Proclus in his commentary on the Elements. I then give a reading of all five postulates, Elem. I.post.1–5, in terms of the concept of given. This is followed by a detailed exhibition of the syntax of problem-constructions, which shows that these are not practical instructions for using a straightedge and compass, but rather demonstrations of the existence of an effective procedure for introducing geometric objects, which procedure is reducible to operations of the postulates but not directly stated in terms of the postulates. Finally, I argue that theorems and the proofs of problems employ a wider range of constructive and semi- and non-constructive assumptions that those made possible by problems. (shrink)

Starting from a unitary, Lorentz invariant two-particle scattering amplitude, we show how to use an identification and replacement process to construct a unique, unitary particle–antiparticle amplitude. This process differs from conventional on-shell Mandelstam s, t, u crossing in that the input and constructed amplitudes can be off-diagonal and off-energy shell. Further, amplitudes are constructed using the invariant parameters which are appropriate to use as driving terms in the multi-particle, multichannel non-perturbative, cluster decomposable, relativistic scattering equations of the Faddeev-type integral equations (...) recently presented by Alfred, Kwizera, Lindesay and Noyes. It is therefore anticipated that when so employed, the resulting multi-channel solutions will also be unitary. The process preserves the usual particle–antiparticle symmetries. To illustrate this process, we construct a J=0 scattering length model chosen for simplicity. We also exhibit a class of physical models which contain a finite quantum mass parameter and are Lorentz invariant. These are constructed to reduce in the appropriate limits, and with the proper choice of value and sign of the interaction parameter, to the asymptotic solution of the non-relativistic Coulomb problem, including the forward scattering singularity, the essential singularity in the phase, and the Bohr bound-state spectrum. (shrink)

The purpose of this study is to analyze the variation of the second-person object clitic te [‘you’] and the clitic se [lit. ‘it’] in advertising discourse from a cognitive viewpoint. The main explanatory notion will be cognitive salience; both clitics, te and se, exhibit this to varying degrees. The second-person te is more salient than the clitic se; therefore, the meanings conveyed by each in media discourse will be notably different. Results indicate that the distribution and usage of the clitics (...) te vs. se constitutes a different strategy of persuasion in advertising discourse. In general terms, te is used when a special deictic stance is needed, such as indexing a second-person as a potential consumer of the product or idea, whereas se tends to appear in utterances that describe the general and objective benefits of the product or idea advertised, denoting a desubjectivizing stance. The sociosituational distribution of this variation according to the target consumers will be analyzed. (shrink)

Despite the fact that animal behavior involves a particularly powerful form of niche construction, few researchers have considered how the environmental impact of behavior may feed back to influence the evolution of the cognitive underpinnings of behavior. I explore a model that explicitly incorporates niche construction while tracking cognitive evolution. Agents and their stimuli are modeled as coevolving populations. The agents are born with “weights” attached to behaviors in a repertoire. Further, these agents are able to change these (...) weights based on previous success and an inherited learning parameter. Both the agent and the stimulus receive payoffs through a behavioral interaction . The behaving agent exhibits niche construction through its effects on stimuli , which can feed back to influence the value of different cognitive strategies. Here I focus on two forms of niche construction: the stimulus and responding agent have common interests and the stimulus and agent have dissimilar interests . The form of niche construction qualitatively affects cognitive evolution . Given a mutualism between the stimulus and responding agent, rapid learning and “fixed” behavioral distributions evolve. Given an antagonism between the stimulus and agent, slower learning and “flexible” behavioral distributions evolve. I discuss these results in light of findings from the fields of ethology, psychology, and evolutionary ecology. (shrink)

Kant's special metaphysics is intended to provide the a priori foundation for Newtonian science, which is to be achieved by exhibiting the a priori content of Newtonian concepts and laws. Kant envisions a two-step mathematical construction of the dynamical concept of matter involving a geometrical construction of matter’s bulk and a symbolic construction of matter’s density. Since Newton himself defines quantity of matter in terms of bulk and density, there is no reason why we shouldn’t interpret Kant’s (...) Dynamics as a defence of a Newtonian concept of matter. When Kant’s reasoning is understood in relation to his criteria for mathematical construction, it is possible to maintain that matter theory is central to the Metaphysical Foundations, but that this does not undermine Kant’s stated aim of giving an a priori foundation for Newtonian science. (shrink)

The focus of this paper is the prima facie plausible view, expressed by the principle of Counter-Closure, that knowledge-yielding competent deductive inference must issue from known premises. I construct a case that arguably falsifies this principle and consider five available lines of response that might help retain Counter-Closure. I argue that three are problematic. Of the two remaining lines of response, the first relies on non-universal intuitions and forces one to view the case I construct as exhibiting a justified, true (...) belief to which none of the usual diagnoses of knowledge failure in Gettier cases apply. The second line involves claiming that Fake Barns and its ilk are misdiagnosed by epistemological orthodoxy as Gettier cases. We are thus confronted by a trilemma: either the case I discuss undermines the first-blush plausible principle of Counter-Closure; or the case I discuss instantiates a novel kind of Gettier case; or a popular conception of a key range of alleged Gettier cases must be rejected. No matter which horn we choose, the case points to a philosophically curious conclusion. (shrink)

Cyberpunk fiction has been called “the supreme literary expression, if not of postmodernism then of late capitalism itself.” This thesis aims to analyse and question this claim by rethinking cyberpunk Action, postmodernism and late capitalism in terms of three - interlocking - themes: cybernetics, the Gothic and fiction. It claims that while what has been called “postmodernism” has been preoccupied with cybernetic themes, cybernetics has been haunted by the Gothic. The Gothic has always enjoyed a peculiarly intimate relation with the (...) fictional. Baudrillard's theories, meanwhile, suggest that, in a period dominated by simulation, fiction has a new cultural role. By putting “theory” into dialogue with “fiction”, the thesis examines Baudrillard's suggestion that the era of cybernetics “puts an end to science fiction, but also to theory, as specific genres”. The version of the Gothic the thesis presents is one stripped of many of its conventional cultural associations; it is a material Gothic.The machinery for re-thinking the Gothic comes from Deleuze-Guattari’s A Thousand Plateaus. Deriving not from the familiar literary sources but from Wilhelm Worringer’s work on “barbarian art”, Deleuze-Guattari’s version of the Gothic departs from any reference to the supernatural. The crucial theme in Worringer, Deleuze-Guattari establish, is that of nonorganic continuum. Following Deleuze-Guattari’s lead, the thesis analyses key cyberpunk texts such as Ridley Scott’s Blade Runner, David Cronenberg’s Videodrome and William Gibson’s Neuromancer in terms of what it calls this “hypematuralist” theme. While these texts have often been analysed in terms of “postmodernism” and “cyberpunk,” they have rarely been discussed in terms of the Gothic. Here, though, it will be shown that these texts, and important precursors, such as Ballard’s The Atrocity Exhibition, are centrally concerned with the breakdown of the boundary between the animate and the inanimate.. The thesis aims to demonstrate that, in its fixation upon catatonic trance, bodies that do not end at the skin, and agency-without-subjectivity, cyberpunk or “imploded science fiction” converges the Gothic with cybernetics on what, following Gibson, it calls the flatline. The flatline has two important senses, referring to a stale of “unlife” and a condition of radical immanence. The thesis is divided into four chapters, each of which considers the flatline under a different aspect. Chapter 1 concerns the flatlining of cybernetics and postmodernism; Chapter 2 deals with the flatlining of the body, paying particular attention to the Deleuze-Guattari/Artaud concept of the Body without Organs; Chapter 3 focuses upon the flatlining of reproduction, opposing both sexual and mechanical reproduction to Deleuze-Guattari’s idea of propagation; Chapter 4 considers the flatlining of fiction itself in the context of hyperreality. (shrink)

There are three major reasons that ideas associated with ubuntu are often deemed to be an inappropriate basis for a public morality. One is that they are too vague, a second is that they fail to acknowledge the value of individual freedom, and a third is that they a fit traditional, small-scale culture more than a modern, industrial society. In this article, I provide a philosophical interpretation of ubuntu that is not vulnerable to these three objections. Specifically, I construct a (...) moral theory grounded on southern African worldviews, one that suggests a promising new conception of human dignity. According to this conception, typical human beings have a dignity in virtue of their capacity for community, understood as the combination of identifying with others and exhibiting solidarity with them, where human rights violations are egregious degradations of this capacity. I argue that this account of human rights violations straightforwardly entails and explains many different elements of South Africa’s Bill of Rights and naturally suggests certain ways of resolving contemporary moral dilemmas in South Africa and elsewhere relating to land reform, political power and deadly force. (shrink)

Japanese exhibits the Multiple Nominative Construction (MNC), where more than one nominative-marked NP appear within a single clause. Though the MNC has been extensively investigated in the syntax literature, its relation to rightward-displacement constructions has hardly been discussed. In the present article, we provide new sets of MNC data relating to the three types of right-displacement constructions: relatives, clefts, and postposing. The generalisation is that for the linearly ordered nominative-marked NPs in an MNC string, only the leftmost NP may (...) be right-displaced (that is, relativised, clefted, postposed). This pattern is shown to follow as an outcome of modelling incremental parsing, without stipulations specifically made for the observed data. We propose an account of MNCs in the light of an incremental grammar, formalising it within Dynamic Syntax. In this account, an MNC sentence is parsed on a word-by-word basis, and its interpretation is gradually built up, modelled as the growth of a semantic structure. In cases where a right-displacement is permitted, the right-displaced NP is successfully parsed against the structure built by the preceding part of the sentence. In cases where a right-displacement is disallowed, the right-displaced NP cannot be properly processed because the preceding part of the sentence has created no structural position into which the content of the right-displaced NP is reflected. As theoretical implications of the proposed account, we suggest the concept of time-linear grammaticality. (shrink)

The exhibition is proposing a different reading of the legal text, reading against the grain of pre-conceived structures in order to re-chart the system of our relations with ourselves and with various communities; both territorial communities as well as those constructed ad hoc, based not on blood or territorial ties, but on shared values and beliefs. The exhibition raises the question of how the law literally produces us: both as individuals and as citizens, establishing a framework of our (...) presence in public space as well - its legality or illegality. It also questions the different meanings of a 'civil body', a 'legal thing', or a 'legal slave'. How do legal rituals and narratives influence and shape our existence? Exhibition: Neue Gesellschaft für bildende Kunst, Berlin, Germany (09.03. - 07.05.2017). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Teacher as Public ArtSheila Wright (bio)I entered the public art arena as an idealist optimist. Now, two decades later, I am a pragmatist realist. How did my dream of a populist marketplace turn into a nightmare?—Richard Posner, Artist vs. PublicLike Posner, many faculty members enter the academy as idealists, optimistic that their goals for and the promise of higher education will be fulfilled and their quest for knowledge inspired, (...) only to discover years later that they have become pragmatist realists.1 For many, change is necessary for survival, career success, and fulfilling dreams. At what point, however, might otherwise idealistic, visionary, and highly capable people become oppressed, disillusioned, and/or marginalized as professors? Under what conditions do professional dreams of transforming education and critical pedagogy become frustrated by rigid adherence to the status quo? How might initial aspirations of achieving a higher education become politicized and racialized as seemingly inescapable nightmares?For some faculty—particularly those of color and, especially, women working in historically white institutions—the assault on dreams occurs not only in nightmares during sleep but as monochrome, white-mares while awake.2 So, what does it mean just to be a professor in an environment where the simple quest to teach, conduct research, and serve can be frustrated by faulty, stereotypical, and often hostile assumptions, attitudes, and reactions to gender and skin? How might professors in these circumstances [End Page 83] respond to social constructions that manifest as body politics and racialized consciousness while simultaneously celebrating their identity, inner spirit, and cultural self—their ideals and visions? How do professors in these situations respond to institutional policies and practices and the social, cultural, and political nuances of place? Further, how can professors learn from their experiences and strive for meaningful transformation without the risk of being viewed as an "other," "unorthodox," an "activist," or worse?In this article "teacher as public art" is used as a metaphor to describe and explain the all-too-common perceptions and experiences of professors of color, especially women, within the academy. More specifically, this article reports findings from a qualitative study focused on what it means to be a woman of color in the academy. The findings presented are consistent with those encountered in a growing body of literature on the topic. Like other work in this area, an analysis of historical contexts can provide a critical link to understanding the cultural nuances framing the formation of professors' work identities. Triangulated data for this study included a visual art exhibition, personal reflections on the experiences of teaching in higher education, and formal research involving women faculty of color. Data were analyzed and interpreted based on literature defining the three worlds of professorship (scholarship, teaching, and service). The presentation of results and findings included here is intended to encourage further conversation regarding the retention, promotion, and tenure of faculty of color.Information and PerspectiveHighlighted throughout this discussion are (1) the relevance of locating self within the context of people and place; and (2) the importance of bringing meaning, authenticity, and credibility to teaching and research through continued reflection, self-assessment, and inquiry. The case presented is essentially a first attempt to accomplish these goals using self-study, personal experience, and public knowledge as an integrated vehicle for professional transformation. As both the researcher and a participant, the process required that I be simultaneously subjective and objective in order to examine the multiplicity of dialogues related to the professional self. In other words, the process required that I honor the voice of the person within—for example, artist, professor, woman, person of color—while, as a researcher, at the same time honoring the voices of those who participated in the study. As someone who came late to the academy (I was forty when I received my first tenure-track position), I drew for this study not only upon my prior experience and identity as a professor and educational researcher but also upon a myriad of pre-academy experiences and identities as, for example, an artist, art educator, administrator, and aspiring social reformer. The dynamic relationship [End Page 84] between those various identities facilitated and sustained a more cohesive... (shrink)

In his Tractatus and Notebooks 1914-1916, Wittgenstein develops some themes concerning the nature of the subject, transcendentalism, solipsism and mysticism. Though Wittgenstein rejects a naive, psychological understanding of the subject, he preserves the idea of the metaphysical subject, so-called “philosophical I”. The present investigations exhibit two ways of grasping the subject: (1) subject as a boundary (of the world); (2) subject (I) as the world. The author of the paper aims to analyze different methods of conceiving the subject, both logical (...) and transcendental. Then he discusses the naturalistic or reductionist consequences of solipsism which were derived by Wittgenstein. Moreover, he refers to the concept of ‘subject of will’ introduced in the Tractatus. Finally, the author puts a question whether the metaphysical subject is a boundary of the world identified with the subject of will. While trying to answer this question one can point to the essential difficulties of Wittgenstein’s standpoint. These difficulties become especially evident if we examine Wittgenstein’s statements concerning mysticism. The category of subject seems to gain a new dimension when reconsidered in this context. In the conclusion, the author offers an interpretation inspired by Schopenhauer’s conception of the double aspect of the subject that is to overstep these difficulties. (shrink)

In inter-war France, history of philosophy was a very important academic discipline, but nevertheless its practitioners thought it necessary to defend its identity, which was threatened by its vicinity to many other disciplines, and especially by the emergent social sciences and history of science. I shall focus on two particular issues that divided traditional historians of philosophy from historians of science, ethnologists and sociologists, and that became crucial in the definition of the identity of their disciplines: the conception of history (...) and the interpretation of texts. By analysing representative discussions and positions, I shall show that traditional historians of philosophy needed to reassert their own approach to history, which, borrowing the term from Bergson, I define as ‘snapshot’. This approach is focused on a particular idea or text rather than a narrative. I shall also show that history of philosophy, in its traditional form, would have been undermined both intellectually and institutionally by the opposite ‘narrative’ approach of history of science and of the social sciences. Social scientists openly attacked history of philosophy’s methods and, in the eyes of traditional philosophers, its existence as an academic discipline. The same opposition is to be found in evaluation of past texts, which for traditional historians of philosophy were to be read as timeless documents, while for historians of science, ethnologists and sociologists were to be considered as documents exhibiting a particular mentality. However, between these alternatives there were intermediate positions. I shall in particular consider that of Léon Brunschvicg: he embraced a narrative approach and considered texts as documents of different ways of thinking, but at the same time carried on employing philosophical methods and defending the institutional position of philosophy. I shall argue that this was possible partly because of the considerable amount of power he enjoyed at the Sorbonne. (shrink)

Open peer commentary on the target article “Arguments Opposing the Radicalism of Radical Constructivism” by Gernot Saalmann. First paragraph: Gernot Saalmann presents in his paper an exposition of radical constructivism that throws together such diverse thinkers as von Glasersfeld, Maturana, Varela and Luhmann. He presents their views as something of a unified front, although actually only Glasersfeld consistently represents radical constructivism. In his exhibition and critique of radical constructivism Saalmann fluctuates between ontological, epistemological and neurophysiological arguments that have often (...) little bearing on the original ideas of radical constructivism. For example, his discussion on sensory coding (§16) is hardly relevant to the basic tenets of radical constructivism. “Sensory coding” entails that there is information in the environment that can be transmitted to the organism through senses; a model denied by radical constructivism (see e.g. Glasersfeld 1995a, pp. 115–116). (shrink)

This paper examines the widely accepted contention that geometrical constructions serve in Greek mathematics as proofs of the existence of the constructed figures. In particular, I consider the following two questions: first, whether the evidence taken from Aristotle's philosophy does support the modern existential interpretation of geometrical constructions; and second, whether Euclid's Elements presupposes Aristotle's concept of being. With regard to the first question, I argue that Aristotle's ontology cannot serve as evidence to support the existential interpretation, since Aristotle's ontological (...) discussions address the question of the relation between the whole and its parts, while the modern discussions of mathematical existence consider the question of the validity of a concept. In considering the second question, I analyze two syllogistic reformulations of Euclidean proofs. This analysis leads to two conclusions: first, it discloses the discrepancy between Aristotle's view of mathematical objects and Euclid's practice, whereby it will cast doubt on the historical and theoretical adequacy of the existential interpretation. Second, it sets the conceptual background for an alternative interpretation of geometrical constructions. I argue, on the basis of this analysis that geometrical constructions do not serve in the Elements as a means of ascertaining the existence of geometrical objects, but rather as a means of exhibiting spatial relations between geometrical figures. (shrink)

Based on a theoretical model of the mood-cognition interface, the prediction is derived and tested empirically that positive mood enhances constructive memory biases. After reading an ambiguous personality description, participants received a positive or negative mood treatment employing different films. Within each mood group, half of the participants were then questioned about the applicability of either desirable or undesirable personality traits to the target person. This questioning treatment was predicted to bias subsequent impression judgements in the evaluative direction of the (...) questioned attributes. As earlier research had shown that such a bias is stronger for negative than positive attributes (presumably because of the higher diagnosticity of negative attributes), a non-trivial test of the sup posed mood effect was possible. Positive mood should enhance constructive effects, but this should be most apparent for negative attributes. The empirical findings lend support to these predictions. Positive mood subjects' impression judgements were biased by the prior questioning even when they did not find the questioned attributes to be particularly applicable to the target person. By contrast, negative mood subjects' judgements were more consistent with their responses to the prior questioning and did not exhibit a constructive bias. (shrink)

We extend to the predicate frame a previous characterization of the maximal intermediate propositional constructive logics. This provides a technique to get maximal intermediate predicate constructive logics starting from suitable sets of classically valid predicate formulae we call maximal nonstandard predicate constructive logics. As an example of this technique, we exhibit two maximal intermediate predicate constructive logics, yet leaving open the problem of stating whether the two logics are distinct. Further properties of these logics will be also investigated.

The development of analogical reasoning has traditionally been understood in terms of theories of adult competence. This approach emphasizes structured representations and structure mapping. In contrast, we argue that by taking a developmental perspective, analogical reasoning can be viewed as the product of a substantially different cognitive ability – relational priming. To illustrate this, we present a computational (here connectionist) account where analogy arises gradually as a by-product of pattern completion in a recurrent network. Initial exposure to a situation primes (...) a relation that can then be applied to a novel situation to make an analogy. Relations are represented as transformations between states. The network exhibits behaviors consistent with a broad range of key phenomena from the developmental literature, lending support to the appropriateness of this approach (using low-level cognitive mechanisms) for investigating a domain that has normally been the preserve of high-level models. Furthermore, we present an additional simulation that integrates the relational priming mechanism with deliberative controlled use of inhibition to demonstrate how the framework can be extended to complex analogical reasoning, such as the data from explicit mapping studies in the literature on adults. This account highlights how taking a developmental perspective constrains the theory construction and cognitive modeling processes in a way that differs substantially from that based purely on adult studies, and illustrates how a putative complex cognitive skill can emerge out of a simple mechanism. (shrink)

In this working paper, we discuss why researchers and policymakers need to better understand how different theoretical accounts of stability lead to different frameworks of analysis. Though ubiquitously mentioned, stability remains an under-theorized notion in security studies. Expert accounts tend to present stability as a generic description, readily applicable to most political phenomena Ð a stabilized state, a stable region, an unstable society. While seemingly equivocal, such uses exhibit different conceptualizations, exhibiting different features and demanding multiple research programs. To date, (...) most accounts of stability tend to take stability to be an (unconstructed) natural phenomenon or a non-derivative social construction. In this introductory paper, we claim that there is a third way to account for stability that remains unexplored in security studies. Simply put, it involves taking stability to be a derivative social construction (i.e., systemic fallout). We then argue that this alternative account should serve as the theoretical basis for an independent research program within stability studies. (shrink)

In this article, I shall try to argue that some existing interpretations of the Analects cannot provide a satisfactory understanding of the concept of ren, on the one hand, and the relation between ren and li, on the other. Ren is not a thin concept such as right and wrong, good and bad, because it is not a non-substantive concept whose descriptive content has to be identified by a specific criterion which is not included in the concept itself. It is (...) also not or not merely a thick concept such as courage, cruelty, truthfulness, and kindliness. In comparison with a thick concept, ren like courage, but unlike right, has substantive content. Nevertheless, unlike courage and other thick concepts, ren is not only about the ideal quality of a virtuous agent and the moral property of the agent's actions; it is also about the internal capacity of the agent and the principle believed by the agent for making moral actions. Since the meaning of the term is not only related to the external behavior but also related to the internal mind and the relevant principle, here, I call ren a “heavy” concept. It is “heavy” in the sense that it is not a concept of observable or substantive entity, but a theoretical construct which is used to explain the complicated relational property of morality, that is emerged from the internal realm and exhibited in the external realm of an agent. (shrink)

This article identifies two different paths where the amnesia described by Hannah- Arendt and the fragmentation identified by Willie James Jennings of our historical past has distorted how people today view dan-cing. I set out how the Christian entanglement with colonial powers has impacted on people’s abilities to relate to their bodies, lands and other creatures of the world. I describe how the colonial wound of Western society forms the basis of the loneliness and alienation that totalitarianism inculcates. After this, (...) I examine how people who seek to find a solid tradition of dance within the Western traditions of Christianity often end up in a conundrum when they seek to legitimize the existence of the tradition in the wrong places. I show how seeking roots for Christian dance practices in Jewish customs is often entangled in supersessionist understandings. These arguments are constructed by means of both J. Kameron- Carter’s writings on race and theology and the black political theology outlined by Vincent W. Lloyd. The second-most-often chosen option for creating a dance tradition for Western forms of Christianity is to romanticize the non-Western ‘other’. Using Lindsey Drury’s work, I argue that dancers have perpetuated the interests that seek to possess the ‘other’ by bringing exotic dancers to the Western marketplace. Finally, I describe the third option – more commonly found amongst those critical of Christian tradition – to seek the roots of transformational dance practices in Hellenistic and more esoteric teachings flourishing in the early twentieth century. We run into the often forgotten or neglected stories of renowned dance teachers like Rudolf Laban and Isadora Duncan on this path. By combining esoteric bodily practices, Mother Earth ‘spirituality’ and superior views about race, they not only promoted but laid the foundation for how people were manipulated in the Third Reich. I end by sharing ethnographic stories of resistance towards how these past historical patterns have affected how dance is viewed today. Those exhibiting such resistance are not always consciously aware of the historical roots I have described. However, engagement in contemplative and healing dance practices seems to be forging new and better ways to create community and to live in a connected way with creation and our creatureliness. The central theme of these practices is to resist the illusion of perfection and control while helping people to listen to and discern the Holy Spirit leading them into a new way of living. (shrink)

Beyond the adoption of codes of ethics for moderating behaviours within an organization, there is need for change in the dynamism of ethics management in construction companies. This change is necessitated due to inability of ethical codes to function by its mere existence without proper integration into organization’s web. This study aims at identifying supporting factors for code integration and the resultant factors as well as the relationship between the two sets of factors. Questionnaire survey was used to gather (...) data from practitioners in Hong Kong construction organizations. Using Relative Importance Index and correlation analysis, findings revealed that commitment of managing director to ethics, communicating codes with employees and managers acting as role models ranked highest among the input factors, whereas building public trust, enhanced organization’s reputation and increased protection against lawsuits ranked highest among the resultant factors. There were great numbers of significant positive correlations between the input factors and the resultant factors with the exception of consistence of codes with international standards and increased company’s profitability which exhibited negative correlation. The highest significant positive correlation coefficient existed between training about the importance of ethics and subjective and inconsistent management standards are minimized which points to the importance of ethics training in establishing ethical standards. The findings can help construction practitioners to improve organizational ethical standard and be more result-focused in managing ethics. (shrink)

An ω-model (a model in which all natural numbers are standard) of the predicative fragment of Quine's set theory "New Foundations" (NF) is constructed. Marcel Crabbe has shown that a theory NFI extending predicative NF is consistent, and the model constructed is actually a model of NFI as well. The construction follows the construction of ω-models of NFU (NF with urelements) by R. B. Jensen, and, like the construction of Jensen for NFU, it can be used to (...) construct α-models for any ordinal α. The construction proceeds via a model of a type theory of a peculiar kind; we first discuss such "tangled type theories" in general, exhibiting a "tangled type theory" (and also an extension of Zermelo set theory with Δ 0 comprehension) which is equiconsistent with NF (for which the consistency problem seems no easier than the corresponding problem for NF (still open)), and pointing out that "tangled type theory with urelements" has a quite natural interpretation, which seems to provide an explanation for the more natural behaviour of NFU relative to the other set theories of this kind, and can be seen anachronistically as underlying Jensen's consistency proof for NFU. (shrink)

Context: The main aim in organizing academic conferences is to share and develop knowledge in the focus area of the conference. Most conferences, however, are organized in a traditional way: two or three keynote presentations and a series of parallel sessions where participants present their research work, mainly using PowerPoint or Prezi presentations, with little interaction between participants. Problem: Each year, a huge number of academic events and conferences is organized. Yet their typical design is mainly based on a passive (...) way of sharing knowledge. No models for an adequate conference design and an appropriate learning environment are available. The overall conference design, however, is a crucial aspect in the learning of the participants and deserves special attention from conference organizers. Method: I have organized around 15 carefully designed conferences and on the way knowledge sharing and knowledge development was stimulated at these events. These conferences included less traditional conference designs, collective learning and explicit sharing of understanding between participants. Results: Collaboration in small groups and joint plenary discussions, plenty of time for interaction and generous feedback to presenters turn out to be very valuable for consolidating knowledge and envisioning future developments in a discipline. Also, it is our experience that the presence of design objects as a trigger and catalyst for discussing and learning makes a huge difference in sharing and developing new knowledge. This paper aims to highlight the importance and raise awareness of different methods of stimulating the construction of knowledge by conference participants. I hope it will inspire future conference organizers and help them to induce more deliberate knowledge construction amongst participants. Implications: Insights from this paper are relevant for all conference organizers, especially those in the domain of architecture, arts and design. It has become clear that it is beneficial to have exhibit-type presentations as well as moments of collective learning. Organizers are recommended to adopt an explicit conference design. Constructivist content: Following a constructivist approach to learning environments, this paper stresses the importance of scheduling moments of active and collective learning and knowledge construction explicitly during academic conferences. (shrink)

Gender microaggressions, especially its subtler forms microinsults and microinvalidations are by definition hard to discern. We aim to construct and validate a scale reflecting two facets of the microaggression taxonomy: microinsults and microinvalidations toward women in the workplace, the MIMI-16. Two studies were conducted. Using a genetic algorithm, a 16-item scale was developed and consequently validated via confirmatory factor analyses in three separate validation samples. Correlational analyses with organizational outcome measures were performed. The MIMI-16 exhibits good model fit in all (...) validation samples. Multigroup-CFA suggested strict measurement invariance between all validation samples. Correlations were as expected and indicate internal and external validity. Scholars on gender microaggressions have mostly used qualitative research. With the newly developed MIMI-16 we provide a reliable and valid quantitative instrument to measure gender microaggressions in the workplace. (shrink)

The Alagadd?pama Sutta is the 22nd discourse of the Majjhima-nik?ya of the Pali canon. In the sutta itself it is mentioned that the Buddha’s delivery of this discourse was necessitated by the need to refute a wrong view held by one of his disciples named Ari??ha. Parallel versions of the sutta are found preserved in the Chinese?gamas. The two main similes used in the sutta, those of the snake and of the raft, are referred to in the scriptures of a (...) number of non-Therav?da Buddhist traditions as well, showing that the Buddhist doctrine represented in it is early and authentic and the message contained in the sutta was considered to be extremely significant by many early Buddhist traditions. The Alagadd?pama Sutta shows the Buddha’s role as one of the earliest thinkers in the history of philosophy who engaged in a critique of the craving for metaphysics and dogma frequently exhibited in those who propound worldviews. The Buddha did not value a belief or a worldview on grounds of the logical skill with which it was constructed but on grounds of the transformative effect it could have on the character of an individual and the sense of wellbeing it could promote. There are several discourses of the Pali canon which give prominence to this aspect of the Buddha’s teaching. Among them the Brahmaj?la Sutta of the D?gha-nik?ya and the A??hakavagga of the Suttanip?ta need special mention. The Buddha is seen to have consistently avoided engagement in speculative metaphysics, pointing out that the goal of his teaching goes beyond all such engagement. The Buddha himself distinguished his own worldview as a Teaching in the Middle avoiding the common tendency of humankind to be trapped by either of the two extremes, Eternalism or Annihilationism. These distinctive standpoints of the Buddha are all seen to be amply represented in the Alagadd?pama Sutta. (shrink)

This book originated as a doctoral dissertation and, as such, it exhibits the awkwardness of style that one frequently finds in dissertations: incoherent paragraphs, bold unsubstantiated generalizations, crucial concepts employed without explicit definition, excessive progress reports. There are also numerous typographical errors—an average of one per page. At a minimum, one must conclude that this book was poorly edited.

How children go about learning the general regularities that govern language, as well as keeping track of the exceptions to them, remains one of the challenging open questions in the cognitive science of language. Computational modeling is an important methodology in research aimed at addressing this issue. We must determine appropriate learning mechanisms that can grasp generalizations from examples of specific usages, and that exhibit patterns of behavior over the course of learning similar to those in children. Early learning of (...) verb argument structure is an area of language acquisition that provides an interesting testbed for such approaches due to the complexity of verb usages. A range of linguistic factors interact in determining the felicitous use of a verb in various constructions—associations between syntactic forms and properties of meaning that form the basis for a number of linguistic and psycholinguistic theories of language. This article presents a computational model for the representation, acquisition, and use of verbs and constructions. The Bayesian framework is founded on a novel view of constructions as a probabilistic association between syntactic and semantic features. The computational experiments reported here demonstrate the feasibility of learning general constructions, and their exceptions, from individual usages of verbs. The behavior of the model over the timecourse of acquisition mimics, in relevant aspects, the stages of learning exhibited by children. Therefore, this proposal sheds light on the possible mechanisms at work in forming linguistic generalizations and maintaining knowledge of exceptions. (shrink)

Visual working memory is a construct hypothesized to store a small amount of accurate perceptual information that can be brought to bear on a task. Much research concerns the construct's capacity and the precision of the information stored. Two prominent theories of VWM representation have emerged: slot-based and continuous-resource mechanisms. Prior modeling work suggests that a continuous resource that varies over trials with variable capacity and a potential to make localization errors best accounts for the empirical data. Questions remain regarding (...) the variability in VWM capacity and precision. Using a novel eye-tracking paradigm, we demonstrate that VWM facilitates search and exhibits effects of fixation frequency and recency, particularly for prior targets. Whereas slot-based memory models cannot account for the human data, a novel continuous-resource model does capture the behavioral and eye tracking data, and identifies the relevant resource as item activation. (shrink)

We introduce the notion of complexity, first at an intuitive level and then in relatively more concrete terms, explaining the various characteristic features of complex systems with examples. There exists a vast literature on complexity, and our exposition is intended to be an elementary introduction, meant for a broad audience. -/- Briefly, a complex system is one whose description involves a hierarchy of levels, where each level is made of a large number of components interacting among themselves. The time evolution (...) of such a system is of a complex nature, depending on the interactions among subsystems in the next level below the one under consideration and, at the same time, conditioned by the level above, where the latter sets the context for the evolution. Generally speaking, the interactions among the constituents of the various levels lead to a dynamics characterized by numerous characteristic scales, each level having its own set of scales. What is more, a level commonly exhibits ‘emergent properties’ that cannot be derived from considerations relating to its component systems taken in isolation or to those in a different contextual setting. In the dynamic evolution of some particular level, there occurs a self-organized emergence of a higher level and the process is repeated at still higher levels. -/- The interaction and self-organization of the components of a complex system follow the principle commonly expressed by saying that the ‘whole is different from the sum of the parts’. In the case of systems whose behavior can be expressed mathematically in terms of differential equations this means that the interactions are nonlinear in nature. -/- While all of the above features are not universally exhibited by complex systems, these are nevertheless indicative of a broad commonness relative to which individual systems can be described and analyzed. There exist measures of complexity which, once again, are not of universal applicability, being more heuristic than exact. The present state of knowledge and understanding of complex systems is itself an emerging one. Still, a large number of results on various systems can be related to their complex character, making complexity an immensely fertile concept in the study of natural, biological, and social phenomena. -/- All this puts a very definite limitation on the complete description of a complex system as a whole since such a system can be precisely described only contextually, relative to some particular level, where emergent properties rule out an exact description of more than one levels within a common framework. -/- We discuss the implications of these observations in the context of our conception of the so-called noumenal reality that has a mind-independent existence and is perceived by us in the form of the phenomenal reality. The latter is derived from the former by means of our perceptions and interpretations, and our efforts at sorting out and making sense of the bewildering complexity of reality takes the form of incessant processes of inference that lead to theories. Strictly speaking, theories apply to models that are constructed as idealized versions of parts of reality, within which inferences and abstractions can be carried out meaningfully, enabling us to construct the theories. -/- There exists a correspondence between the phenomenal and the noumenal realities in terms of events and their correlations, where these are experienced as the complex behavior of systems or entities of various descriptions. The infinite diversity of behavior of systems in the phenomenal world are explained within specified contexts by theories. The latter are constructs generated in our ceaseless attempts at interpreting the world, and the question arises as to whether these are reflections of `laws of nature' residing in the noumenal world. This is a fundamental concern of scientific realism, within the fold of which there exists a trend towards the assumption that theories express truths about the noumenal reality. We examine this assumption (referred to as a ‘point of view’ in the present essay) closely and indicate that an alternative point of view is also consistent within the broad framework of scientific realism. This is the view that theories are domain-specific and contextual, and that these are arrived at by independent processes of inference and abstractions in the various domains of experience. Theories in contiguous domains of experience dovetail and interpenetrate with one another, and bear the responsibility of correctly explaining our observations within these domains. -/- With accumulating experience, theories get revised and the network of our theories of the world acquires a complex structure, exhibiting a complex evolution. There exists a tendency within the fold of scientific realism of interpreting this complex evolution in rather simple terms, where one assumes (this, again, is a point of view) that theories tend more and more closely to truths about Nature and, what is more, progress towards an all-embracing ‘ultimate theory’ -- a foundational one in respect of all our inquiries into nature. We examine this point of view closely and outline the alternative view -- one broadly consistent with scientific realism -- that there is no ‘ultimate’ law of nature, that theories do not correspond to truths inherent in reality, and that successive revisions in theory do not lead monotonically to some ultimate truth. Instead, the theories generated in succession are incommensurate with each other, testifying to the fact that a theory gives us a perspective view of some part of reality, arrived at contextually. Instead of resembling a monotonically converging series successive theories are analogous to asymptotic series. -/- Before we summarize all the above considerations, we briefly address the issue of the complexity of the {\it human mind} -- one as pervasive as the complexity of Nature at large. The complexity of the mind is related to the complexity of the underlying neuronal organization in the brain, which operates within a larger biological context, its activities being modulated by other physiological systems, notably the one involving a host of chemical messengers. The mind, with no materiality of its own, is nevertheless emergent from the activity of interacting neuronal assemblies in the brain. As in the case of reality at large, there can be no ultimate theory of the mind, from which one can explain and predict the entire spectrum of human behavior, which is an infinitely rich and diverse one. (shrink)