Під час проведення Круглого столу була розгорнута широка дискусія щодо можливостей досягнення миру в Україні, хоча питання ставилося і більш глобально: чи реально відвернути війну, тобто зняти її з порядку денного для людства взагалі. Були проаналізовані концепції західноєвропейських філософів, які підтримували Кантівську тезу щодо можливості «вічного миру». Заторкувалась тема розвитку технологічної цивілізації, яка начебто сприяє поширенню агресії і агресивної поведінки. Обговорювалось питання: чи можлива трансформація агресії, чи є способи каналізувати її в більш прийнятні форми, або через самовдосконалення людини. Пропонувалось звернутися (...) до практик співіснування, притаманні первісним спільнотам. Наголошувалося на нагальності завдання, яке полягає в тому, щоб знайти належні відповіді на виклики, які ставить перед людством війна в Україні. Або в більш ширшому плані: що має здійснити людство, щоб припинити ті війни, які вже розпочалися, або зробити для тих, хто їх розпочинає, дуже дороговартісною авантюрою. (shrink)

The paper discusses the debate on the human nature in the sophistic thought. Focusing on the "nature-culture" controversy it presents the evolution of the views of the sophists: from Protagoras' optimistic contention of the progress of mankind and his appraisal of culture to its criticism and the radical turn to nature in Antiphon, Hippias, Trasymachos, and Callicles. The paper aims at presenting the analysis of the ongoing discussion, with the stress laid on reconstruction of the arguments and concepts as well (...) as the attitudes that are associated with various positions of this debate. -/- . (shrink)

In this paper we present an overview, with historical and critical remarks, of two articles by S. Jaśkowski ([20, 21] 1948 and [22, 23] 1949), which contain the oldest known formulation of a paraconsistent logic. Jaśkowski has built the logic – he termed discussive (D2) – by defining two new connectives and by introducing a modal translation map from D2 systems into Lewis’ modal logic S5. Discussive systems, for their formal details and their original philosophical justification, have attracted discrete attention (...) among experts. Indeed, in what follows, after having introduced Jaśkowski methodology of building D2 and his main philosophical motivations for providing such a system, we will explore some of the main contributions to the development of D2. (shrink)

Three special issues of Entropy journal have been dedicated to the topics of “InformationProcessing and Embodied, Embedded, Enactive Cognition”. They addressed morphological computing, cognitive agency, and the evolution of cognition. The contributions show the diversity of views present in the research community on the topic of computation and its relation to cognition. This paper is an attempt to elucidate current debates on computation that are central to cognitive science. It is written in the form of a dialog between two authors (...) representing two opposed positions regarding the issue of what computation is and could be, and how it can be related to cognition. Given the different backgrounds of the two researchers, which span physics, philosophy of computing and information, cognitive science, and philosophy, we found the discussions in the form of Socratic dialogue appropriate for this multidisciplinary/cross-disciplinary conceptual analysis. We proceed as follows. First, the proponent (GDC) introduces the info-computational framework as a naturalistic model of embodied, embedded, and enacted cognition. Next, objections are raised by the critic (MM) from the point of view of the new mechanistic approach to explanation. Subsequently, the proponent and the critic provide their replies. The conclusion is that there is a fundamental role for computation, understood as information processing, in the understanding of embodied cognition. (shrink)

This short article summarizes and extends the panel discussion that followed the Boyle Lecture 2021 by Tom McLeish. The panel largely accepted the central claims of the lecture and focused rather on its implications. That included the importance of teaching history and philosophy of science alongside science itself, and the importance of finding helpful and appropriate ways of engaging the public in the scientific process. There was considerable discussion of the place of meditative and contemplative practices in science. It seems (...) that intuition and imagination play an important role in scientific discovery, if not in more formal theorizing, and are close to contemplative experience. Emphasizing that aspect of science might lead to a refocusing of natural theology, focusing more on scientific processes than on scientific findings. (shrink)

In these discussions, Rush Rhees, who was a student and close friend of Wittgenstein, works out what he has learned from Wittgenstein's personal teaching and from study of his published and (at the time) unpublished writings. Some are review articles of books on Wittgenstein, and these are devoted to exposition of Wittgenstein's views. Others are independent discussions of special points in Wittgenstein's philosophy. The longest article, here published for the first time, is an account or record of what Wittgenstein said (...) about continuity in private discussion in 1938. (shrink)

Developmental systems theory (DST) is a general theoretical perspective on development, heredity and evolution. It is intended to facilitate the study of interactions between the many factors that influence development without reviving `dichotomous' debates over nature or nurture, gene or environment, biology or culture. Several recent papers have addressed the relationship between DST and the thriving new discipline of evolutionary developmental biology (EDB). The contributions to this literature by evolutionary developmental biologists contain three important misunderstandings of DST.

The 'Discussion' section of this issue contains the following responses to Wilfred Beckerman's article 'Sustainable Development: Is it a Useful Concept?' Environmental Values 3,3 (1994): 191-209. Herman Daly, 'On Wilfred Beckerman's Critique of Sustainable Development'; Michael Jacobs, 'Sustainable Development, Capital Substitution and Humility: A Response to Beckerman'; and Henryk Skolimowski, 'In Defence of Sustainable Development'. These criticisms are answered by Beckerman in Environmental Values 4,2.

This is like the old adage: “Two people can keep a secret if one of them is dead.”.

This thesis inquires what it means to interpret non-relativistic quantum mechanics (QM), and the philosophical limits of this interpretation. In pursuit of a scientific-realist stance, a metametaphysical method is expanded and applied to evaluate rival interpretations of QM, based on the conceptual distinction between ontology and metaphysics, for objective theory choice in metaphysical discussions relating to QM. Three cases are examined, in which this metametaphysical method succeeds in indicating what are the wrong alternatives to interpret QM in metaphysical terms. The (...) first two cases failed in doing so due to different kinds of underdetermination. In the third case, unlike underdetermination, where there are many choices to be made, a “null-determination” is proposed where there may be no metaphysical choices in the available metaphysical literature. Considering what has been discussed, an agnostic philosophic position is adopted concerning the possibility of interpreting QM from a scientific-realistic point of view. (shrink)

Volume 20, Issue 10, October 2020, Page 24-26.

In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book highlights the justification for, and (...) methods of, creating a classroom community of ethical inquiry. (shrink)

What is the role of conscious experience in the epistemology of perceptual knowledge: how should we characterise what is going on in seeing that o is F in order to illuminate the contribution of seeing o to their status as cases of knowing that o is F? My proposal is that seeing o involves conscious acquaintance with o itself, the concrete worldly source of the truth that o is F, in a way that may make it evident to the subject (...) that o is an instance of ‘x is F’ as she understands this, and hence evident that o is F. Seeing that o is F is thus a way of its being evident that o is F and is therefore a way of knowing that o is F. (shrink)

The 'Discussion' section of this issue contains the following responses to Wilfred Beckerman's article 'Sustainable Development: Is it a Useful Concept?' Environmental Values 3,3 (1994): 191-209. Herman Daly, 'On Wilfred Beckerman's Critique of Sustainable Development'; Michael Jacobs, 'Sustainable Development, Capital Substitution and Humility: A Response to Beckerman'; and Henryk Skolimowski, 'In Defence of Sustainable Development'. These criticisms are answered by Beckerman in Environmental Values 4,2.

The best classes have a life of their own, powered by student-led conversations that explore texts, ideas, and essential questions. In these classes, the teacher’s role shifts from star player to observer and coach as the students ▪ Think critically, ▪ Work collaboratively, ▪ Participate fully, ▪ Behave ethically, ▪ Ask and answer high-level questions, ▪ Support their ideas with evidence, and ▪ Evaluate and assess their own work. The Spider Web Discussion is a simple technique that puts this kind (...) of class within every teacher’s reach. The name comes from the weblike diagram the observer makes to record interactions as students actively participate in the discussion, lead and support one another’s learning, and build community. It’s proven to work across all subject areas and with all ages, and you only need a little know-how, a rubric, and paper and pencil to get started. As students practice Spider Web Discussion, they become stronger communicators, more empathetic teammates, better problem solvers, and more independent learners—college and career ready skills that serve them well in the classroom and beyond. Educator Alexis Wiggins provides a step-by-step guide for the implementation of Spider Web Discussion, covering everything from introducing the technique to creating rubrics for discussion self-assessment to the nuts-and-bolts of charting the conversations and using the data collected for formative assessment. She also shares troubleshooting tips, ideas for assessment and group grading, and the experiences of real teachers and students who use the technique to develop and share content knowledge in a way that’s both revolutionary and truly inspiring. (shrink)

Paul Noordhof; Discussion: Micro-Based Properties and the Supervenience Argument: A Response to Kim, Proceedings of the Aristotelian Society, Volume 99, Issue 1.

This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.

In the basis of the subject which we try to deal with, it stands two worldviews based on expository and demonstrative epistemologies that formalize the intellectual building of Islamic culture. It seems that the main point here is about discussions between exposition and demonstration. Methodological discussions enlighten how are used on the one hand exposition as religious method and on the other hand demonstration as rational or intellectual method. Keywords: , , , , ,.

Baldwin Effect, in which there has been a revival of interest in recent years, is disentangled from certain other ideas which, while resembling it in some ways, also differ importantly from it. Baldwin's original idea was that a 'voluntarily' adopted practice which is adaptive can foster, in some non-Lamarckian way, 'coincident variations' that render the practice instinctive and heritable. It is argued that this idea involves a surreptitious slide back to Lamarckism.

In Epistemic Cultures (1999), Karin Knorr Cetina argues that different scientific fields exhibit different epistemic cultures. She claims that in high energy physics (HEP) individual persons are displaced as epistemic subjects in favor of experiments themselves. In molecular biology (MB), by contrast, individual persons remain the primary epistemic subjects. Using Ed Hutchins' (1995) account of navigation aboard a traditional US Navy ship as a prototype, I argue that both HEP and MB exhibit forms of distributed cognition. That is, in both (...) fields cognition is distributed across individual persons and complex artifacts. The cognitive system producing the knowledge is heterogeneous. Nevertheless, in both fields we can reserve epistemic agency for the human components of these systems. We do not need to postulate new distributed cognitive agents, let alone ones exhibiting new forms of consciousness. (shrink)

Discussion is widely held to be the pedagogical approach most appropriate to the exploration of controversial issues in the classroom, but surprisingly little attention has been given to the questions of why it is the preferred approach and how best to facilitate it. Here we address ourselves to both questions. We begin by clarifying the concept of discussion and justifying it as an approach to the teaching of controversial issues. We then report on a recent empirical study of the Perspectives (...) on Science AS-level course, focusing on what it revealed about aids and impediments to discussion of controversial ethical issues. (shrink)

Julian Dodd; Discussions: Hornsby on the Identity Theory of Truth, Proceedings of the Aristotelian Society, Volume 99, Issue 1, 1 June 1999, Pages 225–232, http.

Figure originale de la pensée chinoise, Wang Chong passe en revue, dans cet ouvrage, les conceptions de son temps. Alors que dans leur majorité les penseurs chinois se préoccupent en priorité de morale, il se donne un programme d'ordre épistémologique : la lutte contre l'erreur et le mensonge.

We propose the use of discussion structures as tools for analyzing policy debates in a way that enables the increased participation of lay stakeholders. Discussion structures are argumentation-theoretical tools that can be employed to tackle three barriers that separate lay stakeholders from policy debates: difficulty, magnitude, and complexity. We exemplify the use of these tools on a debate in research policy on the question of responsibility. By making use of discussion structures, we focus on the argumentative moves performed by the (...) parties involved in this debate. We conclude by discussing advantages and limitations of discussion structures and we trace several opportunities for further research on these instruments. (shrink)

[Discussion article, no abstract is available].

I am happy to comment on T S Petersen’s1 examination of the ‘individualization argument against non-medical egg freezing ’. Petersen intervenes in the ethical discussion on egg freezing by critically reconsidering a specific type of argument against oocyte cryopreservation for reasons that are not directly related with medical issues. Petersen dissects the claim that such non-medical usage is ‘an individualistic and morally problematic solution to the social problems that women face, for instance, in the labour market’.1 Proponents of this argument (...) believe that egg freezing should not be used by women on an individual level to solve social problems but that one should instead address gendered inequalities on the labour market. Petersen asserts that this individualisation argument is unconvincing—although morally appealing—because of empirically and ethically flawed assumptions. I am enthusiastic—with some minor reservations—about his unravelment of the individualisation argument and his call for more empirical backing. As I understand his presentation, the argument that is the subject of Petersen’s analysis is a recurring argumentative trope in the broader realm of assisted reproduction ethics. For instance, the anticipated positive effect of artificial womb technology in terms of liberation from reproductive and related social inequalities is one of the most dominant ectogenesis …. (shrink)

The four case studies on chance in evolution provide a rich source for further philosophical analysis. Among the issues raised are the following: Are there different conceptions of chance at work, or is there a common underlying conception? How can a given concept of chance be distinguished from other chance concepts and from nonchance concepts? How can the occurrence of a given chance process be distinguished empirically from nonchance processes or other chance processes? What role does chance play in evolutionary (...) theory? I argue that in order to answer these questions, a careful distinction between process and outcome must be made; however, the purpose of this essay is not to answer these questions definitively, but rather to elaborate on them and to provide a starting point for further discussion. (shrink)

In several recent publications, Professor Adolf Grünbaum has inveighed against the conventionalism of writers like Einstein, Poincaré, Quine and especially Duhem. Specifically, Grünbaum has assailed the view that a single hypothesis can never be conclusively falsified. Grünbaum claims that the conventionalists’ insistence on the immunity of hypotheses from falsification is neither logically valid nor scientifically sound. Directing the weight of his argument against Duhem, Grünbaum launches a two-pronged attack. He insists, first, that conclusive falsifying experiments are possible, suggesting that Duhem's (...) denial of such experiments is a logical non-sequitur. He then proceeds to show that, more than being merely possible, crucial falsifying experiments have occurred in physics. I do not intend to make a logical point against Grünbaum's critique so much as an historical and exegetical one. Put briefly, I believe that he has misconstrued Duhem's views on falsifiability and that the logical blunder which he discusses should not be ascribed to Duhem, but rather to those who have made Duhem's conventionalism into the doctrine which Grünbaum attacks. Whether there are any writers who accept the view he imputes to Duhem, or whether he is exploiting “straw-men” to give weight to an otherwise trivial argument is an open question. For now, I simply want to suggest that his salvos are wrongly directed against Duhem. (shrink)

Substance-abusing women are vulnerable to specific kinds of epistemic injustice, including stigmatization and discrimination. This article examines the development of the epistemic agency of female substance abusers by asking: How does the use of a formal discussion protocol in community rehabilitation interaction alleviate epistemic injustice and strengthen the epistemic agency of substance abusers? The data were collected in a Finnish rehabilitation center by videotaping six group discussions between social workers, peer support workers, and rehabilitation clients with substance abuse problems. Of (...) these data, one recorded group discussion between four female participants—two rehabilitation clients, a peer support worker, and a social adviser—was used in this paper. Using conversational analysis, the findings indicate that, through the collaborative activities of sharing experiential knowledge about substance abuse and discussing the experiences of abuse in the rehabilitation interaction, substance abusers can develop novel ways to strengthen their epistemic agency by enhanced self-awareness. The discussion protocol is an epistemic tool that professionals and clients can learn to use in ethically and epistemologically successful ways in interaction. The use of a discussion protocol is an example of social professionals’ clinical knowledge of intensifying collaboration and sharing experiential knowledge in community rehabilitation and other substance abuse services. (shrink)

This discussion surrounds the dialectical methodology, underpinning the unity of knowledge, and discusses a differing perspective to knowledge and knowledge value from knowledge transfer practitioners, in a business context. It asks why, if knowledge is vital for business success and competitive advantage, the transfer of knowledge is rarely a simple unproblematic event (Argote et al. 2000). Further, that the creation of knowledge before transfer is recognised within literature as a significant factor in determining a starting point for analogous scrutiny. Under (...) a premise of doxastic attitude, this discussion looks to synthesise from current literature and research the epistemic principal of ‘knowledge’, which underpins understanding congruent knowledge transfer theories and perspectives principals. (shrink)