The paper continues my earlier Chat with OpenAI’s ChatGPT with a Focused LLM Experiment (FLEX). The idea is to conduct Large Language Model (LLM) based explorations of certain areas or concepts. The approach is based on crafting initial guiding prompts and then follow up with user prompts based on the LLMs’ responses. The goals include improving understanding of LLM capabilities and their limitations culminating in optimized prompts. The specific subjects explored as research subject matter include a) diagonalization techniques as practiced (...) by Cantor, Turing, Gödel, and the advances, such as the Forcing techniques introduced by Paul Cohen and later investigators, b) Knowledge Hierarchies & Mapping Exercises, c) Discussions of IJ Good’s Speculations Concerning the First Ultraintelligent Machine, AGI, and Super- intelligence. Results suggest variability between major models like ChatGPT-4, Llama-3, Cohere, Sonnet and Opus. Results also point to strong dependence on users’ preexisting knowledge and skill bases. The paper should be viewed as ’raw data’ rather than a polished authoritative reference. (shrink)

The second volume in the Vancouver Studies in Cognitive Science series, this collection presents recent work in the fields of phonology, morphology, semantics, and neurolinguistics. Its overall theme is the relationship between the contents of grammatical formalisms and their real-time realizations in machine or biological systems. Individual essays address such topics as learnability, implementability, computational issues, parameter setting, and neurolinguistic issues. Contributors include Janet Dean Fodor, Richard T. Oehrle, Bob Carpenter, Edward P. Stabler, Elan Dresher, Arnold Zwicky, Mary-Louis (...) Kean, and Lewis P. Shapiro. (shrink)

" Dans la débâcle des croyances et des idéologies, il en est une qui résiste : l'économie. Elle a cessé d'être une science aride, une froide activité de la raison pour devenir la dernière spiritualité du monde développé. C'est une religiosité austère, sans élans particuliers, mais qui déploie une ferveur proche du culte. De cette mythologie, les nouveaux mouvements contestataires sont partie prenante : s'ils soulignent à bon droit les injustices du marché, ils continuent d'en faire le moteur de l'Histoire (...) et de lui imputer les moindres désordres de la planète. Une même croyance soude donc les " néo-libéraux " et leurs détracteurs. Ils se croient ennemis ; ils sont partenaires. Ce n'est pas du capitalisme qu'il faut sortir, mais de l'économisme. De la glorification, par tous les camps, d'une discipline qui prétend régir la société entière, nous transformer en hamsters laborieux réduits au simple rôle de producteurs, consommateurs ou actionnaires. Remettre les activités marchandes à leur place, retrouver la place de ce qui n'est pas marchand : il en va tout simplement du sens de nos vies. " P.B. (shrink)

Das allgemeine Prinzip der „Relativität der Begriffe” — vom Verfasser a. a. O. dargelegt — behauptet, dass ein und dieselbe Situation der Wirklichkeit auf verschiedene Weisen beschrieben werden kann, die sprachlich und begrifflich zwar verschieden sein mögen, doch grundsätzlich die gleichen bleiben. Die verbalen oder begrifflichen Unterschiede führen uns zu der falschen Annahme, dass den Elementen, welchen im Denken oder im sprachlichen Ausdruck weniger Bedeutung zugemessen wird, auch weniger Bedeuten in Wirklichkeit zukommen, oder dass sie weniger real sind.Die bedeutendste Anwendung (...) dieser Lehre auf die Biologie betrifft die Interpretation des „Individuellen”. Soll man das Individuum als eine Einheit verstehen, oder kommt der Begriff der Einheit einerseits den Teilen zu, wie z. B. Zellen, Molekülen und Atomen, oder andererseits höheren und synthetischen Einheiten wie z.B. Klassen, Arten, dem „élan vital”, u.s.w. ? Alle diese drei Ansichten haben etwas für sich, doch stehen auch jeder entscheidende Gegengründe gegenüber, so dass die einzig-mögliche Schlussfolgerung die Annahme der Begriffsrelativität ist. Jeder der drei Standpunkte ist nur in so weit wahr, als er etwas Positives beibringt, falsch jedoch solange er nur die beiden andern leugnet.Le principe de la relativité des concepts, ayant une application générale dans toutes: parties de la philosophie et de la science, est développé ailleurs par l'auteur. Ce principe propose qu'une situation quelconque peut être discutée dans plusieurs manières, se différant entre elles dans le choix des mots ou des concepts, tout en étant au fond indentiques. Les differences linguistiques ou conceptuelles nous mènent à l'assomption fausse que les éléments moins importants dans la pensée ou dans le langage sont moins importants dans la nature, ou même que ces éléments sont moins réels.En biologie, ce principe a une importance notable en ce qui concerne l'interprétation de l'individu. Doit-on entendre par l'individu les cellules, les molécules, les atomes, et les autres éléments qui le composent; ou bien l'individu même; ou encore doit-on oublier et l'individu et les éléments qui le composent, et baser sa philosophie sur les entités synthétiques telles que les espèces, les genres, et l'élan vital ? Chacune de ces trois opinions a des considérations en sa faveur; mais chacune d'elles se bute à des objections plus considérables encore qui l'empêchent d'être acceptée. La seule conclusion qui semble être possible est l'adoption du principe de la relativité des concepts, et l'assomption que chaque manière d'envisager l'individu est valide tant qu'elle a quelque chose de positif à dire; chaque manière est fausse quand elle nie Ja validité des autres points de vue. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE EDUCATOR IN THE FACE OF REFORM Enrique Gómez León It might be claimed that all the reforms ofthe educational systems of the wealthy nations of the West aim to accomplish the motto of the French Revolution: Liberty, Equality, Fraternity. The principle goal of school today is the formation ofcitizens. Laws enshrine this sacred purpose, and politicians repeat it in every conceivable declaration oftheir programs. Public schools are ofcourse (...) part and parcel ofthe State. It is the ideals ofthe State that govern the educational process, and this in a double sense: schools should train pupils in these values, and at the same time reproduce these values in their functional processes. A quick glance at the characteristics of any high school allows us to recognize the values in question: a)Freedom of expression for teachers and pupils; freedom ofprograms, or rather the multiplication of subjects to be taught, since schools should represent every facet of our complex reality; freedom also from etiquette, from formal rules of behavior regarding what to wear, the way to speak up, how to address teachers; freedom, finally, from parents, who abandon to schools the role of primary and fundamental educator. b)Equality, a benefit ofdemocratization, which bears with it the obligation ofschooling for all; boys and girls study the same contents, and there is no exclusion for economic or religious reasons, nor for intellectual ones. c)Fraternity nowadays cashes out as tolerance, a true fetish word in the contemporary world. It is a tolerance which implies an absolute laicity so as to allow the expression ofevery kind ofbelief, or its lack, and which implies the right to speak far beyond what science allows, and yet to fall far short of what it demands, since emotion and sentiment demand their place alongside, or above, truth. The indubitable goodness of these objectives, these ideals—which no one would dare to criticize in public—does not manage to hide a spreading sense ofmalaise: teachers complain that pupils learn less and less, discipline problems increase; adolescents complain that school doesn't frighten them Enrique Gómez León97 any more, it'sjust boring; parents complain that there are no longer any good manners, their children are wasting their time; the newspapers deplore the increase of violence in the schools. Often the motives behind these complaints are quite banal: teachers focus on their own convenience and resist change; comparisons with the past are no longer valuable, since now everybody has become a product of schooling; most adolescents, above all, are extraordinarily entertained by school, where they meet up with their friends; parents forget that they had already scandalized their own parents with their astounding new mores; newspapers are slaves to the moment, obliged every day to forget what happened yesterday. We should not overlook the bad reasons for complaining about the malaise, but we should equally give it its due attention. I would like to bring out some arguments underlying it, as described from the position ofa teacher ofadolescents who loves and enjoys his profession. This malaise does not spring from resistance to the ideals of our era—liberty, equality, fraternity—but from the experience of a surprising fact: the more one exalts that slogan, the more the intellectual task of the school recedes into the background. As a consequence, freedom is reduced to lack of direction, equality to simple indifference, and fraternity to a paralyzing absence ofany meaningful boundaries. School, then—we are still talking about the state education system—may tend to produce what it is trying to avoid: a society both less free and more unequal. It is the apprehension of this future that provokes some disquieting questions among teachers: What use is this? What am I doing? What might I be able to do? In other words: What power do I have? So as to bring out some elements for discussion, and with the goal also of justifying the preceding hypothesis, I am going to approach the problem by first drawing away from it. In this way I hope to gather the necessary "élan" to underline two points—among many others—which, in my opinion, deserve more thought. Mircea Eliade repeats on several occasion this... (shrink)

Este artículo busca comprender las relaciones e intercambios entre filosofía y ciencia, analizando un caso concreto: el uso que hace Bergson del argumento de Boltzmann contra la reversibilidad o recurrencia del universo (“paradoja de Zermelo”), apoyando indi- rectamente su concepción de la irreversibilidad del universo asentada en un élan vital. Criticamos que Bergson, en su interpretación, convierta en “imposibilidad absoluta” lo que Boltzmann asienta sólo como “imposibilidad práctica”. Mostraremos que el filósofo francés distorsiona el argumento, dejando de lado dos puntos (...) fundamentales: a) la particular posición epistemológica de Boltzmann respecto a las teorías científicas y su relación con la experiencia, b) el atomismo que sirve de base al argumento de Boltzmann, atomismo que Bergson rechaza. Concluiremos que el argumento de Boltzmann no es válido en el marco metafísico (epistemológico y ontológico) de Bergson. Esto contribuirá a una mejor comprensión de los problemas que surgen en los intercambios conceptuales entre ciencia y filosofía. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:John the Theologian and His Paschal Gospel: A Prologue to Theology by John BehrMatthew Z. ValeJohn the Theologian and His Paschal Gospel: A Prologue to Theology by John Behr (Oxford: Oxford University Press, 2019), xv + 388 pp.Father Behr's book defies summary. Its ambitions span several fields—patristics, contemporary biblical scholarship, speculative systematics, phenomenology—and Behr has controversial proposals in each. The book is not (expressly) a work of systematic (...) theology, but its speculative élan and its ambition to give a normative account of Christian theology's beating heart is unmistakable. If a vice of the book is vagueness on questions of burning Christological, protological, and eschatological interest, among its virtues is the verve and vividness with which it provokes such questions to begin with. Behr has written, not a book on John, but a Johannine manifesto on theology. [End Page 989]The book is a "symposium" in three parts, each inviting a different kind of reader of John's gospel. The first is predominantly "historical" (the early Fathers of the Johannine school, reconstructed by modern scholarship), the second predominantly "exegetical" (contemporary biblical studies), and the third "philosophical," with a single guest in Michel Henry. The book's heart is an argument about what "incarnation" means. When it comes to the Incarnation, we labor, Behr says, under what Quentin Skinner calls a "mythology of doctrine," the hermeneutical fallacy of projecting onto a tradition's classical writers positions and whole doctrinal categories developed only later (6–8). The mythology of doctrine Behr opposes is, in fact, a mythological notion of the Incarnation as "an episode in the biography of the Word" (a phrase from Rowan Williams), the episode when a "pre-incarnate Word" is born as Jesus (3, and throughout). To break the ice on this mythology, part 1 reconstructs an original milieu for John's Gospel—a school of John the Evangelist, centered upon an original Pascha celebration—in which "becoming flesh," "Word," and "human being" mean something other than the dogmatic meanings we project back onto them. This Johannine school is not the Johannine "community" posited by historical-critical studies, but the school of John's "hearers" that J. B. Lightfoot traced from Polycarp of Smyrna, Ignatius of Antioch, Papias of Hierapolis, and Melito of Sardis down to Irenaeus (30–31). Behr's reconstruction makes the following proposals. Our evangelist is John the Elder, the beloved disciple, not the Synoptics' son of Zebedee. This John was plausibly an eyewitness to the crucifixion—alone among the evangelists. He authored both the Gospel and the Apocalypse bearing his name, according to near unanimous second-century tradition (76). The Apocalypse was possibly written before the Gospel, perhaps before the Temple's destruction. John the Elder originated the yearly Pascha celebration, and it remained peculiar to his school until the second half of the second century. This feast originally celebrated the crucifixion, burial, resurrection, ascension, and Pentecost as the single event of the Passion, just as in John's Gospel Jesus's ascension (12:32), glorification (13:31–2), and "handing down the Spirit" (19:30) are identified with the crucifixion. Only later was the Passion's simple white light refracted into the liturgical cycle's rainbow of distinct feasts (91–92, 243).This reconstruction is explicitly speculative. Its purpose is to enliven our imaginations about what the evangelist's vision may possibly be. If the mythological picture of the Incarnation is easily recognized as false, our theological traditions still have not entirely exorcised it from their standard narration. Behr proposes a Johannine narration untroubled by this [End Page 990] mythology. The Incarnation is not a novelty occurring for God at some moment. No previously fleshless divine agent undergoes change to become flesh at some time. The Incarnation must instead be understood "apocalyptically," as the eternal mystery of Jesus Christ being revealed for us in time (256-57). The Incarnation is Jesus's eternal identity as the Word being revealed and wrought in time and pro nobis by the Passion (24, 29, 257, 130). John's Gospel should be read, in John Ashton's words, as "an apocalypse—in reverse, upside down, inside out" (4, 99... (shrink)

The major contributions of operationism have been negative, largely because operationists failed to distinguish logical theories of reference from empirical accounts of language. Behaviorism never finished an adequate formulation of verbal reports and therefore could not convincingly embrace subjective terms. But verbal responses to private stimuli can arise as social products through the contingencies of reinforcement arranged by verbal communities.

_The VaKE Handbook: Theory and Practice of Values and Knowledge Education_ presents a theoretical model and many examples in various fields of education and training for the realization of the principle "Values without knowledge are blind, while knowledge without values is irresponsible".

Daniel Dennett is arguably one of the most influential yet radical philosophers in America today. In this volume, Dennett is confronted by colleagues and critics, from philosophy, biology and psychology. His reply constitutes an extensive essay which clarifies, and develops further, central themes in his philosophy. The debate ranges over Dennett's whole corpus, but special attention is given to his major work on consciousness, Consciousness Explained. The volume includes a critical assessement of Dennett's views on behaviouralism and the subjectivity of (...) consciousness, the nature of perception and mental representation, intentional laws and computational psychology, the rationality of thought, culture as a virus, the architecture of mind, and the role of artifacts in thinking. Also included is an introduction to Dennett's philosophy and a full bibliography of his publications. (shrink)

The main result of this paper is Theorem 3.1 which is a criterion for weak o-minimality of a linearly ordered structure in terms of realizations of 1-types. Here we also prove some other properties of weakly o-minimal structures. In particular, we characterize all weakly o-minimal linear orderings in the signature $\{ . Moreover, we present a criterion for density of isolated types of a weakly o-minimal theory. Lastly, at the end of the paper we present some remarks on the Exchange (...) Principle for algebraic closure in a weakly o-minimal structure. (shrink)

There is currently a debate over whether cognitive architecture is classical or connectionist in nature. One finds the following three comparisons between classical architecture and connectionist architecture made in the pro-connectionist literature in this debate: (1) connectionist architecture is neurally plausible and classical architecture is not; (2) connectionist architecture is far better suited to model pattern recognition capacities than is classical architecture; and (3) connectionist architecture is far better suited to model the acquisition of pattern recognition capacities by learning than (...) is classical architecture. If true, (1)-(3) would yield a compelling case against the view that cognitive architecture is classical, and would offer some reason to think that cognitive architecture may be connectionist. We first present the case for (1)-(3) in the very words of connectionist enthusiasts. We then argue that the currently available evidence fails to support any of (1)-(3). (shrink)

The COVID-19 pandemic shocked the global economy, with numerous companies suffering losses and shutting down. However, some companies proved to be resilient, being able to sustain their economic performance despite the pandemic. The study aims to explain the sustainable economic performance of companies during the COVID-19 pandemic. The relationships between empowering leadership, innovative work behavior, organizational readiness to change, and sustainable economic performance were assessed. The data were collected via an online questionnaire from January 2021 to March 2021, during the (...) height of the COVID-19 pandemic in Russia. The respondents were Russian companies’ employees holding management positions, competent to objectively assess organizational circumstances during the COVID-19 pandemic. A sample of 337 was used in the analysis. Confirmatory factor analysis (CFA) with maximum likelihood estimation was conducted using SPSS AMOS. The structural model was tested with standardized parameter estimates, standard errors, and p-values calculated. The findings of the study suggest that innovative work behavior and organizational readiness to learn have a direct influence on sustainable economic performance. The findings also suggest that empowering leadership impacts innovative work behavior but not sustainable economic performance. The mediation analysis indicates that innovative work behavior is a mediator between empowering leadership and sustainable economic performance, whereas organizational readiness to learn is not a moderator. The study adds to the leadership and sustainability body of knowledge and contributes to the research on the COVID-19 pandemic in the organizational context. (shrink)

This essay focuses on the theme of intersubjectivity, which is central to the entire Indo-Tibetan Buddhist tradition. It addresses the following five themes pertaining to Buddhist concepts of intersubjectivity: the Buddhist practice of the cultivation of meditative quiescence challenges the hypothesis that individual human consciousness emerges solely from the dynamic interrelation of self and other; the central Buddhist insight practice of the four applications of mindfulness is a means for gaining insight into the nature of oneself, others and the relation (...) between oneself and the rest of the world, which provides a basis for cultivating a deep sense of empathy; the Buddhist cultivation of the four immeasurables is expressly designed to arouse a rich sense of empathy with others; the meditative practice of dream yoga, which illuminates the dream-like nature of waking reality is shown to have deep implications regarding the nature of intersubjectivity; the theory and practice of Dzogchen, the 'great perfection' system of meditation, challenges the assertion of the existence of an inherently real, localized, ego-centred mind, as well as the dichotomy of objective space as opposed to perceptual space. (shrink)

In _Speech and Phenomena,_ Jacques Derrida situates the philosophy of language in relation to logic and rhetoric, which have often been seen as irreconcilable criteria for the use and interpretations of signs. His critique of Husserl attacks the position that language is founded on logic rather than on rhetoric; instead, he claims, meaningful language is limited to expression because expression alone conveys sense. Derrida's larger project is to confront phenomenology with the tradition it has so often renounced--the tradition of Western (...) metaphysics. (shrink)