In his target article, Morin claims that ideographic codes are exceedingly difficult to use. In my commentary I will show that the use of Bliss symbols does not improve the communicative abilities of aphasic patients with severe language disorders. This failure to remediate communication disorders may result from disruption of inner language allowing to translate ideographic codes into spoken language.

The cortical representation of concepts varies according to the information critical for their development. Living categories, being mainly based upon visual information, are bilaterally represented in the rostral parts of the ventral stream of visual processing; whereas tools, being mainly based upon action data, are unilaterally represented in a left-sided fronto-parietal network. The unilateral representation of tools results from involvement in actions of the right side of the body.

The target article carefully describes the memory system, centered on the temporal lobe that builds specific memory traces. It does not, however, mention the laterality effects that exist within this system. This commentary briefly surveys evidence showing that clear asymmetries exist within the temporal lobe structures subserving the core system and that the right temporal structures mainly underpin face familiarity feelings.

According to virtue epistemology, the main aim of education is the development of the cognitive character of students (Pritchard, 2014, 2016). Given the proliferation of technological tools such as ChatGPT and other LLMs for solving cognitive tasks, how should educational practices incorporate the use of such tools without undermining the cognitive character of students? Pritchard (2014, 2016) argues that it is possible to properly solve this ‘technology-education tension’ (TET) by combining the virtue epistemology framework with the theory of extended cognition (...) (EXT) (Clark and Chalmers, 1998). He argues that EXT enables us to consider tools as constitutive parts of the students’ cognitive system, thus preserving their cognitive character from technologically induced cognitive diminishment. The first aim of this paper is to show that this solution is not sufficient to solve the TET. Second, I aim to offer a complementary and more encompassing framework of tool-use to address the TET. Then, I apply it to the educational uses of ChatGPT as the most notable example of LLM, although my arguments can be extended to other generative AI systems. To do so, in Sect. 1.1, I present Pritchard’s framework of cognitive character and virtue epistemology applied in education, to which I am committed in this treatment. In Sects. 2 and 3, I respectively illustrate Pritchard’s (2014) solution to the TET, and I highlight the general limitations of his proposal. Thus, in Sect. 4.1 I characterize ChatGPT as a computational cognitive artifact using Fasoli’s (2017, 2018) taxonomy of cognitive artifacts. In Sect. 4.2, I introduce my proposal, which combines Pritchard’s account of virtue epistemology with Fasoli’s (2017, 2018) taxonomy of cognitive artifacts to address the TET. Finally, in Sect. 5.1, I present some epistemically virtuous uses of ChatGPT in educational contexts. To conclude, I argue in favor of a multidisciplinary approach for analyzing educational activities involving AI technologies such as ChatGPT. (shrink)

Most attempts at parliamentary reform in Belgium are prompted by the desire to support a Parliament which is being marginalized by political actors such as the government and the parties. These efforts are inspired by traditional constitutional thinking. Initially parliaments were designed as democratie bodies which should challenge the aristocratie government. Nowadays, parliament has quite another function. It has to facilitate the political information and to counteract the incompetence of citizens who are willing but unable to participate in an increasingly (...) complex political system.Reform should aim at restoring the significance ofpublic debates in parliament.In order to be informative these debates should focus on important issues of the political agenda and catch the attention of the general public. Within the constraints of our political system it should be possible to upgrade the early debates on budget allocations and the late debates on the evaluation of public policy effectiveness. (shrink)

The hypothesis to explain the often puzzling variability of political language in Parliament is that phenotypical elements of political speech such as emotionality, hostility, and oratorical style can be explained by structuralelements, that is by various aspects of the issues under debate.The data led us to criticize the more common cultural hypothesis, which would explain the variations of political language by linking it to the political culture of the members of parliament. As a result the evolutionof political language would be (...) a global one, appearing in all policy domains. This was by no means the case. The evolution of political language between 1950 and 1970 is on the contrary a strongly differentiated one.The structural hypothesis performs much better both for the short- and for the medium-term variations. The expression of hostility during parliamentary debates can be explained satisfactorily by the stakes of the game. The expression of emotion seems to stem both from these stakes and from the level of aggregation of the issue. Finally, various aspects of oratorical style, such as the invocation of values, the principled motivation of proposals and the deductive logic used to legitimize the position taken, all seem to be derived from the level of aggregation and, most of the time, from the ideological contents of the issue as well. As a result we get a profile of political language which is rather tightly controlled by the opportunities and the necessities of the political agenda and much less by all kinds of extraneous factors. (shrink)

A political science program at the licenciate level is currently offered by the Department of the Political and the Social Sciences at the Universitaire Instelling Antwerpen. It was able to do so with the cooperation of staff-members of other departments and other institutes of the University of Antwerp. The prÓgram is mainly focused on international polities and more specifically on European integration, North-South and East-West relations, as seen from the perspective of Belgian and West-European policy-makers. lts methodology is multidisciplinary and (...) encompasses politological and juridical as well as historical and economical perspectives. In the wake of the first encouraging from the student population, the Department has decided to strenghten further this Political Science branch of its program. It intends to invest more in full-time academie personnel and to add some more theoretical background courses to the present courses which emphasize mainly practical knowledge. Last but not least, it has initiated what it hopes shall be a new tradition of empirical research into the political culture and behaviour of international and supranational policy makers. (shrink)

Il saggio propone alcune osservazioni a margine delle tre lezioni tenute dal giudice federale statunitense Guido Calabresi a Macerata nel 2012. Le lezioni riguardano l'organizzazione delle corti di giustizia federale negli Stati Uniti, la forma e il ruolo delle sentenze giudiziarie all'interno di un sistema federale e il rapporto che intrattiene con la pena di morte un giudice a essa decisamente contrario. Secondo Melis queste lezioni restituiscono in maniera straordinariamente viva e precisa la struttura del sistema giudiziario e, al (...) tempo stesso, l'esperienza soggettiva di un giudice. (shrink)

Guido Adlers Studie über den Stil in der Musik bietet einen tiefgehenden Einblick in die musikalischen Strömungen vom Mittelalter bis zur Renaissance. Für alle, die ein tiefes Verständnis der Entwicklung von Europas Musikgeschichte gewinnen möchten. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, (...) you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

In epistemology, the concept of knowledge is of distinctive interest. This fact is also reflected in the discussion of epistemic value, which focuses to a large extend on the value problem of knowledge. This discussion suggests that knowledge has an outstanding value among epistemic standings because its value exceeds the value of its constitutive parts. I will argue that the value of knowledge is not outstanding by presenting epistemic standings of checking, transferring knowledge, and proving in court, whose values exceed (...) the value of knowledge in certain contexts. Moreover, the values of these other epistemic standings do not always rely on the value of knowledge. In terms of value, knowledge is not an outstanding epistemic concept. Hence, in terms of value we cannot find support for the privileged position that knowledge enjoys in epistemology. (shrink)