The quantum logical `or' is analyzed from a physical perspective. We show that it is the existence of EPR-like correlation states for the quantum mechanical entity under consideration that make it nonequivalent to the classical situation. Specifically, the presence of potentiality in these correlation states gives rise to the quantum deviation from the classical logical `or'. We show how this arises not only in the microworld, but also in macroscopic situations where EPR-like correlation states are present. We investigate how application (...) of this analysis to concepts could alleviate some well known problems in cognitive science. (shrink)

Ce récit d’une expérience d’enseignement de la philosophie dans le cadre général de l’occupation allemande, mais dans des conditions et circonstances singulières, tente de restituer l’ambiance d’oppression et de répression. Le lycée ou le collège dut subir les répercussions des événements politiques dramatiques, extérieurs à lui. La philosophie, dans la tourmente, essaya de préserver son identité et sa continuité. L’enseignant était bien placé pour suivre quelques-unes des péripéties de cette survie et pour témoigner des sacrifices que certains y consentirent.Such a (...) narrative of one’s own experience of teaching philosophy within the general framework of the German Occupation, but also under unusual strange conditions and circumstances, tries to recapture the atmosphere both of oppresion and repression. Both lycées and colleges were submitted to the repercussions of political dramatic events taking place outside. Philosophy, within such a turmoil, tried to preserve its identity and continuity. The teacher was indeed in the right position to follow some of the peripeteia of such a survival and to evidence sacrifices that a few had to give in to. (shrink)

Ce récit d'une expérience d' enseignement de la philosophie dans le cadre général de l' occupation allemande, mais dans des conditions et circonstances singulières, tente de restituer l' ambiance d'oppression et de répression. Le lycée ou le collège dut subir les répercussions des événements politiques dramatiques, extérieurs à lui. La philosophie, dans la tourmente, essaya de préserver son identité et sa continuité. L'enseignant était bien placé pour suivre quelques-unes des péripéties de cette survie et pour témoigner des sacrifices que certains (...) y consentirent. Such a narrative of one's own experience of teaching philosophy within the general framework of the German Occupation, but also under unusual strange conditions and circumstances, tries to recapture the atmosphere both of oppresion and repression. Both lycées and colleges were submitted to the repercussions of political dramatic events taking place outside. Philosophy, within such a turmoil, tried to preserve its identity and continuity. The teacher was indeed in the right position to follow some of the peripeteia of such a survival and to evidence sacrifices that a few had to give in to. (shrink)

Hegel est parfois tenu pour un métaphysicien, à l’encontre de son propre sentiment. Il s’est pourtant livré à une critique constante, minutieuse et acerbe de la métaphysique en laquelle il ne voyait qu’un prolongement de la manière de penser primitive et naïve. Les hommes ne saisissent d’abord que métaphysiquement la réalité objective qui se présente à eux. Intégrant à sa propre logique spéculative des éléments de la métaphysique éclatée, mais se rattachant luimême surtout à la critique kantienne, il tente de (...) surpasser tous les points de vue limités, unilatéraux, antithétiques, pour les réduire au rôle de moments ou d’étapes d’un développement qui les surpasse tous. C’est toutefois à la métaphysique qu’il réserve ses désaveux les plus explicites. (shrink)

LES pensées ont-elles une patrie? Cela semble universellement admis. Sans autre inquiétude, on parle de philosophie grecque, de philosophie allemande.De ce point de vue, qu'en est-il de Hegel? Impossible de contester le caractère profondément allemand de ce penseur, si le mot allemand garde un sens! Cet ancrage national rend compte, du moins en partie, de sa démesure spéculative. C'est l'Allemagne qui l'appelle à la philosophie, et cette vocation lui impose un souci théorique qui s'emparera aussi, plus tard, de Marx.

Intercellular communication (IC) is mediated by gap junctions (GJs) and hemichannels, which consist of proteins. This has been particularly well documented for the connexin (Cx) family. Initially, Cxs were thought to be the only proteins capable of GJ formation in vertebrates. About 10 years ago, however, a new GJ‐forming protein family related to invertebrate innexins (Inxs) was discovered in vertebrates, and named the pannexin (Panx) family. Panxs, which are structurally similar to Cxs, but evolutionarily distinct, have been shown to be (...) co‐expressed with Cxs in vertebrates. Both protein families show distinct properties and have their own particular function. Identification of the mechanisms that control Panx channel gating is a major challenge for future work. In this review, we focus on the specific properties and role of Panxs in normal and pathological conditions. (shrink)

Georg Wilhelm Freidrich Hegel is now recognized as one of the great philosophers; his concept of the dialectic profoundly influenced the course of Western thought, and — particularly through the lens of Marxist philosophy — continues to exert great influence even today. Yet Hegel himself has often been accused of being a philosopher of reaction: on the political sphere the polar opposite of Marx. It was not until the publication of Jacques D'Hondt's Hegel en son temps that the vision (...) of Hegel as a supporter of the oppressive post-Napoleonic regime in Prussia gave way to the realization that Hegel was appointed by the liberal wing of the Prussian bureaucracy, that he frequently was at odds with the reactionary forces, and that he supported many of the leading student activists of his day. Hegel en son temps has previously been translated into German and Italian, but has never before been available in English. Its publication now will be welcomed throughout the English-speaking world by scholars and students alike. (shrink)

On croit parfois lever l'opposition entre science et technique en les réduisant l'une à l'autre. Dans d'autres cas, on souligne leur complémentarité ou leur solidarité. Ces tentatives n'aboutissent pas à une véritable unification. Celle-ci requiert en effet que soit surmontée la séparation absolue du sujet et de l'objet, d’où proviennent les autres ruptures. Mais l'identité du sujet-objet dans une raison que l'on pourrait appeler "praxique", implique une dialectique et un monisme dont la raison scientifique et la raison technique, habituellement, se (...) méfient. (shrink)

As earlier research on Korsakoff syndrome, a frequent neurological complication of alcohol-dependence, mainly focused on cognition, affective impairments have been little investigated despite their crucial impact in AD. This article proposes new research avenues on this topic by combining two theoretical frameworks: dual-process models, positing that addictions are due to an imbalance between underactivated reflective system and overactivated affective-automatic one; continuity theory, postulating a gradual worsening of cognitive impairments from AD to KS. We suggest that this joint perspective may renew (...) the current knowledge by clarifying the affective-automatic deficits in KS and their interactions with reflective impairments, but also by offering a direct exploration of the continuity between AD and KS regarding reflective and affective-automatic abilities. (shrink)

This paper examines narrativism’s claim that the historical past cannot be known once and for all because it must be continuously re-described from the standpoint of the present. We argue that this claim is based on a non sequitur. We take narrativism’s claim that the past must be re-described continuously from the perspective of the present to be the result of the following train of thought: 1) “all knowledge is conceptually mediated”; 2) “the conceptual framework through which knowledge of reality (...) is mediated changes with every new generation of historians”; therefore (narrativism’s claim) “the historical past changes with every new generation of historians”. The idea of an unchanging past, for the narrativist, requires denying premise 1 (all knowledge is conceptually mediated”) and therefore rests on a problematic commitment to the chimerical notion of the past as it is in-itself, wie es eigentlich gewesen. We argue that the narrativist’s conclusion does not follow unless one adds a further premise, namely 3) “it is not possible to view reality through the categorial framework of historical agents”. If one asserts the possibility of grasping reality through the categorial framework of others, be they contemporary or past agents (as much philosophy of history written in an idealist key does), then one no longer has to accept the narrativist’s inference that since the past cannot be known in-itself or independently of conceptual mediation, then it cannot be known as it always was for the historical agents. Narrativism’s inference that the past cannot be known as it always was does not follow from premises 1 and 2 unless one smuggles in another problematic premise, premise 3. In this paper we defend the claim that the past can be known as it always was (not as it is in-itself) by invoking a different conception of the role of conceptual mediation in historical knowledge, one which assumes the possibility of viewing reality through the categorial framework of others. This notion of the role of conceptual mediation in historical knowledge is prevalent in the idealist tradition but, in the interest of brevity, we will defend this notion of mediacy by specific reference to the idealist philosophy of R.G. Collingwood. (shrink)

There is now a considerable literature on Michel Foucault but this is the first monograph which explicitly addresses his influence and impact upon education. Personal autonomy has been seen as a major aim, if not the aim of liberal education. But if Foucault is correct that personal autonomy and the notion of the autonomous person are myths, then the pursuit of such an aim by educationalists is misguided. The author develops this critique of personal autonomy and liberal education from the (...) writings of Foucault, and also considers Foucault's own educational practices. The author, James Marshall, who lives in New Zealand, has already written several articles for academic journals on Foucault. (shrink)