An influential view of the nature of the language system is that of an evolved biological system in which a set of rules is combined with a lexicon that contains the words of the language together with a representation of their context. Alternative views, usually based on connectionist modeling, attempt to explain the structure of language on the basis of complex associative processes. Here, I put forward a third view that stresses experience-dependent structural development of the brain circuits supporting language (...) as a core principle of the organization of the language system. In this view, embodied in a recent neuroconstructivist neural network of past tense development and processing, initial domain-general predispositions enable the development of functionally specialized brain structures through interactions between experience-dependent brain development and statistical learning in a structured environment. Together, these processes shape a biological adult language system that appears to separate into distinct mechanism for processing rules and exceptions, whereas in reality those subsystems co-develop and interact closely. This view puts experience-dependent brain development in response to a specific language environment at the heart of understanding not only language development but adult language processing as well. (shrink)

In this response, we consider four main issues arising from the commentaries to the target article. These include further details of the theory of interactive specialization, the relationship between neuroconstructivism and selectionism, the implications of neuroconstructivism for the notion of representation, and the role of genetics in theories of development. We conclude by stressing the importance of multidisciplinary approaches in the future study of cognitive development and by identifying the directions in which neuroconstructivism can expand in the Twenty-first Century.

Connectionist models aiming to reveal the mechanisms of atypical development must in their undamaged form constitute plausible models of normal development and follow a developmental trajectory that matches empirical data. Constructivist models that adapt their structure to the learning task satisfy this demand. They are therefore more informative in the study of atypical development than the static models employed by Thomas & Karmiloff-Smith (T&K-S).

Clahsen's theory raises problems that make it seem untenable. As an alternative, a constructivist neural network model is reported that develops a modular architecture and in which a single associative mechanism produces all inflections, displaying an emergent dissociation between regular and irregular verbs. Thus, Clahsen's rejection of associative models of inflection concerns only a subgroup of these models.

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? Neuroconstructivism is a pioneering 2 volume work that sets out a whole new framework for considering the complex topic of development, integrating data from cognitive studies, computational work, and neuroimaging.

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? The processes that occur along the way are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational work, and neuroimaging - an approach till now seldom taken in the study of child development. Neuroconstructivism is a major new 2 volume publication that seeks to redress this balance, presenting an integrative new framework for (...) considering development. Computer and robotic models provide concrete tools for investigating the processes and mechanisms involved in learning and development. Volume 2 illustrates the principles of 'Neuroconstructivist' development, with contributions from 9 different labs across the world. Each of the contributions illustrates how models play a central role in understanding development. The models presented include standard connectionist neural network models as well as multi-agent models. Also included are robotic models emphasizing the need to take embodiment and brain-system interactions seriously. A model of Autism and one of Specific Language Impairment also illustrate how atypical development can be understood in terms of the typical processes of development but operating under restricted conditions. This volume complements Volume 1 by providing concrete examples of how the 'Neuroconstructivist' principles can be grounded within a diverse range of domains, thereby shaping the research agenda in those domains. (shrink)

Neuroconstructivism: How the Brain Constructs Cognition proposes a unifying framework for the study of cognitive development that brings together (1) constructivism (which views development as the progressive elaboration of increasingly complex structures), (2) cognitive neuroscience (which aims to understand the neural mechanisms underlying behavior), and (3) computational modeling (which proposes formal and explicit specifications of information processing). The guiding principle of our approach is context dependence, within and (in contrast to Marr [1982]) between levels of organization. We propose that three (...) mechanisms guide the emergence of representations: competition, cooperation, and chronotopy; which themselves allow for two central processes: proactivity and progressive specialization. We suggest that the main outcome of development is partial representations, distributed across distinct functional circuits. This framework is derived by examining development at the level of single neurons, brain systems, and whole organisms. We use the terms encellment, embrainment, and embodiment to describe the higher-level contextual influences that act at each of these levels of organization. To illustrate these mechanisms in operation we provide case studies in early visual perception, infant habituation, phonological development, and object representations in infancy. Three further case studies are concerned with interactions between levels of explanation: social development, atypical development and within that, developmental dyslexia. We conclude that cognitive development arises from a dynamic, contextual change in embodied neural structures leading to partial representations across multiple brain regions and timescales, in response to proactively specified physical and social environment. (shrink)

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? Neuroconstructivism is a pioneering 2 volume work that sets out a whole new framework for considering the complex topic of development, integrating data from cognitive studies, computational work, and neuroimaging.

Variability is prevalent in early language acquisition, but, whether it supports or hinders learning is unclear; while target variability has been shown to facilitate word learning, variability in competitor items has been shown to make the task harder. Here, we tested whether background variability could boost learning in a referent selection task. Two groups of 2-year-old children saw arrays of one novel and two known objects on a screen, and they heard a novel or known label. Stimuli were identical across (...) conditions, with the exception that in the constant color condition objects appeared on a uniform white background, and in the variable color condition backgrounds were different, uniform colors. At test, only children in the variable condition showed evidence of retaining label-object associations. These data support findings from the adult memory literature, which suggest that variability supports learning by decontextualizing representations. We argue that these data are consistent with dynamic systems accounts of learning in which low-level entropy adds sufficient noise to the developmental system to precipitate a change in behavior. (shrink)

Yarkoni's analysis clearly articulates a number of concerns limiting the generalizability and explanatory power of psychological findings, many of which are compounded in infancy research. ManyBabies addresses these concerns via a radically collaborative, large-scale and open approach to research that is grounded in theory-building, committed to diversification, and focused on understanding sources of variation.

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? The processes that occur along the way are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational work, and neuroimaging - an approach till now seldom taken in the study of child development. Neuroconstructivism is a major new 2 volume publication that seeks to redress this balance, presenting an integrative new framework for (...) considering development. In the first volume, the authors review up-to-to date findings from neurobiology, brain imaging, child development, computer and robotic modelling to consider why children's thinking develops the way it does. They propose a new synthesis of development that is based on 5 key principles found to operate at many levels of descriptions. They use these principles to explain what causes a number of key developmental phenomena, including infants' interacting with objects, early social cognitive interactions, and the causes of dyslexia. The "neuroconstructivist" framework also shows how developmental disorders do not arise from selective damage to the normal cognitive system, but instead arise from developmental processes that operate under atypical constraints. How these principles work is illustrated in several case studies ranging from perceptual to social and reading development. Finally, the authors use neuroimaging, behavioural analyses, computational simulations and robotic models to provide a way of understanding the mechanisms and processes that cause development to occur. (shrink)

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? The processes that occur along the way are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational work, and neuroimaging - an approach till now seldom taken in the study of child development. Neuroconstructivism is a major new 2 volume publication that seeks to redress this balance, presenting an integrative new framework for (...) considering development. In the first volume, the authors review up-to-to date findings from neurobiology, brain imaging, child development, computer and robotic modelling to consider why children's thinking develops the way it does. They propose a new synthesis of development that is based on 5 key principles found to operate at many levels of descriptions. They use these principles to explain what causes a number of key developmental phenomena, including infants' interacting with objects, early social cognitive interactions, and the causes of dyslexia. The "neuroconstructivist" framework also shows how developmental disorders do not arise from selective damage to normal cognitive systems, but instead arise from developmental processes that operate under atypical constraints. How these principles work is illustrated in several case studies ranging from perceptual to social and reading development. Finally, the authors use neuroimaging, behavioural analyses, computational simulations and robotic models to provide a way of understanding the mechanisms and processes that cause development to occur. Computer and robotic models provide concrete tools for investigating the processes and mechanisms involved in learning and development. Volume 2 illustrates the principles of 'Neuroconstructivist' development, with contributions from 9 different labs across the world. Each of the contributions illustrates how models play a central role in understanding development. The models presented include standard connectionist neural network models as well as multi-agent models. Also included are robotic models emphasizing the need to take embodiment and brain-system interactions seriously. A model of Autism and one of Specific Language Impairment also illustrate how atypical development can be understood in terms of the typical processes of development but operating under restricted conditions. This volume complements Volume 1 by providing concrete examples of how the 'Neuroconstructivist' principles can be grounded within a diverse range of domains, thereby shaping the research agenda in those domains. (shrink)

Moral problems do not always come in the form of great social controversies. More often, the moral decisions we make are made quietly, constantly, and within the context of everyday activities and quotidian dilemmas. Indeed, these smaller decisions are based on a moral foundation that few of us ever stop to think about but which guides our every action. Here distinguished philosopher Bernard Gert presents a clear and concise introduction to what he calls "common morality" -- the moral system (...) that most thoughtful people implicitly use when making everyday, common sense moral decisions and judgments. Common Morality is useful in that -- while not resolving every disagreement on controversial issues -- it is able to distinguish between acceptable and unacceptable answers to moral problems. In the first part of the book Gert lays out the fundamental features of common morality: moral rules, moral ideals, and a two-step procedure for determining when a violation of a moral rule is justified. Written in a non-technical style, the ten general moral rules include rules on which everyone can agree, such as "do not kill," "do not deceive," and "keep your promises." The moral ideals include similarly uncontroversial precepts such as "Relieve pain" and "Aid the needy." In the second part of the book Gert examines the underlying concepts that justify common morality, such as the notions of rationality and impartiality. The distillation of over 40 years of scholarship, this book is the most accessible version of Gert's influential theory of morality as well as an eye-opening look at the moral foundations of our everyday actions. Throughout the discussion is clear enough for a reader with little or no philosophy background. (shrink)

This book offers the fullest and most sophisticated account of Gert's influential moral theory, a model first articulated in the classic work The Moral Rules: A New Rational Foundation for Morality, published in 1970. In this final revision, Gert makes clear that the moral rules are only one part of an informal system that does not provide unique answers to every moral question but does always provide a range of morally acceptable options. A new chapter on reasons includes (...) an account of what makes one reason better than another and a second new chapter is devoted to the question of justifying violations of the rules. Moral impartiality, the moral ideals, and virtue and vice, are all treated in greater detail. Throughout, Gert attempts to answer all of the challenges that his work has provoked. (shrink)

The article introduces the problematics of the classical two-valued logic on which Western thought is generally based, outlining that under the conditions of its logical assumptions the subject I is situated in a world that it cannot address. In this context, the article outlines a short history of cybernetics and the shift from first- to second-order cybernetics. The basic principles of Gordon Pask’s 1976 Conversation Theory are introduced. It is argued that this second-order theory grants agency to others through a (...) re-conception of living beings as You logically transcending the I. The key principles of Conversation Theory are set in relation to the poetic forms of discourse that played a key role in art as well as philosophical thinking in China in the past. Second-order thinking, the article argues, is essentially poetic. It foregoes prediction in favour of the potentiality of encountering tomorrow’s delights. (shrink)

The editorial introduces issue 21.1 of Technoetic Arts via a critical reflection on the artificial intelligence hype (AI hype) that emerged in 2022. Tracing the history of the critique of Large Language Models, the editorial underscores that there are substantial ethical challenges related to bias in the training data, copyright issues, as well as ecological challeges which the technology industry has consistently downplayed over the years. -/- The editorial highlights the distinction between the current AI technology’s reliance on extensive pre-existing (...) human-generated data for pattern recognition and the performative process inherent in art practice. Patterns of creative output can be replicated without a thorough understanding of underlying concepts. In contrast, the performative process of art practice, as explored through the conceptual frameworks of creativity by Noam Chomsky, Charles Sanders Peirce, and Roger T. Ames and with reference to an earlier publication of the editorial’s author, creates concepts and continually ‘strives to extend itself towards the unknown.’ -/- Following this introductory section, the editorial provides an overview of the ten articles featured in this issue of Technoetic Arts. The first four texts engage with emerging technologies from various perspectives in art and design. The subsequent six articles, part of a special section titled 'Perspectives from Chandigarh,' reflect a quest for meaningful existence within colonial, patriarchal, and biopolitical structures that frame everyday practices of exclusion and oppression. (shrink)

Das Buch beschAftigt sich mit psychologischen Theorien und mit empirischer Forschung in der Psychologie. Am Beispiel der Theorie der kognitiven Dissonanz von Festinger beschreibt und analysiert der Autor den Aufbau einer psychologischen Theorie, ihre Entwicklung im Zuge empirischer Forschungsprozesse und die wesentlichen Kennzeichen einer theorieorientierten experimentalpsychologischen Forschung. Diesen Betrachtungen liegt die strukturalistische Theorienkonzeption nach Sneed und StegmA1/4ller zugrunde - ein relativ neuer wissenschaftsphilosophischer Ansatz, der ursprA1/4nglich als non-statement view bezeichnet wurde. In diesem Rahmen werden insbesondere die Beziehungen zwischen Theorie und (...) Experiment sowie die Probleme der ValiditAt empirischer Untersuchungen neu analysiert. (shrink)

Good nursing is more than exercising a specific set of skills. It involves the personal identity of the nurse. The aim of this article is to answer two questions: (1) what kind of person should the hospice nurse be? and (2) how should the hospice nurse engage in caring conversations? To answer these questions we analyse a nurse’s story that is intended to be a profile of an exemplary hospice nurse. This story was constructed from an analysis of five semistructured (...) interviews with hospice nurses, based on the ‘ethics of the caring conversation’, which is inspired by the ethical perspective of Paul Ricoeur. The research questions concentrate on the norms of respect, responsibility and reciprocity, which are integral parts of the ‘ethics of the caring conversation’. (shrink)

Considered by many to be Abraham Robinson's magnum opus, this book offers an explanation of the development and applications of non-standard analysis by the mathematician who founded the subject. Non-standard analysis grew out of Robinson's attempt to resolve the contradictions posed by infinitesimals within calculus. He introduced this new subject in a seminar at Princeton in 1960, and it remains as controversial today as it was then. This paperback reprint of the 1974 revised edition is indispensable reading for anyone interested (...) in non-standard analysis. It treats in rich detail many areas of application, including topology, functions of a real variable, functions of a complex variable, and normed linear spaces, together with problems of boundary layer flow of viscous fluids and rederivations of Saint-Venant's hypothesis concerning the distribution of stresses in an elastic body. (shrink)

An updated and expanded successor to Culver and Gert's Philosophy in Medicine, this book integrates moral philosophy with clinical medicine to present a comprehensive summary of the theory, concepts, and lines of reasoning underlying the ...

In this essay, Gert Biesta provides a critical analysis of the idea of evidence‐based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence‐based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence‐based practice was first developed; second, the role (...) of knowledge in professional actions, with special attention to what kind of epistemology is appropriate for professional practices that wish to be informed by the outcomes of research; and third, the expectations about the practical role of research implicit in the idea of evidence‐based education. Biesta concludes that evidence‐based practice provides a framework for understanding the role of research in educational practice that not only restricts the scope of decision making to questions about effectivity and effectiveness, but that also restricts the opportunities for participation in educational decision making. He argues that we must expand our views about the interrelations among research, policy, and practice to keep in view education as a thoroughly moral and political practice that requires continuous democratic contestation and deliberation. (shrink)

In The Sources of Normativity, Christine Korsgaard tried to argue against what she called the ‘privacy’ of reasons, appealing to Wittgenstein's argument against the possibility of a private language. In recent work she continues to endorse Wittgenstein's perspective on the normativity of meaning, although she now emphasizes that her own argument was only meant to be analogous to the private language argument. The purpose of the present paper is to show that the Wittgensteinian perspective is not only not useful in (...) support of Korsgaard's general project, but that it is positively inimical to it, in two ways. First, Wittgenstein opposes views on which principled or rule-following behavior requires that one be guided by anything like a mental representation of a rule or principle. But for Korsgaard, human action essentially requires this. Second, Wittgenstein systematically attempts to de-emphasize the importance of the first-personal perspective, and to emphasize the social functions even of concepts that might seem deployed primarily from that perspective: for example, concepts of sensations and intentions. This is the reverse of Korsgaard's emphasis. The paper also argues, however, that the private language argument does have some implications for a theory of rationality and reasons. (shrink)

The life and work of Hermann Günther Graßmann (1809–1877) attract not only ever again the attention of mathematicians, mathematical historians and those interested in the history of mathematics, they constitute also a challenge for the methodology of historiographical research. This challenge persists since Friedrich Engel’s biography of 1911; there, two sources were presented and interpreted in a not legitimate manner which even mislead since then various scholars. This paper faces the intricate task to unravel not only the methodological shortcomings of (...) Engel’s biography, but also to re-assess the misinterpretations – particularly of alleged influences on Graßmann’s approaches – induced by Engel’s misleading claims. Based upon broader historically contextualised analyses of Graßmann’s innovative elements in his theory of extension and upon new primary sources for his student times at the Gymnasium and Berlin University, the paper presents a novel assessment of Graßmann’s approaches. (shrink)

Main description: Untersucht wird das Spannungsverhältnis zwischen einer Theorie der Interpretation, wie sie von den Dialogfiguren vorgetragen wird, und der Praxis der Dichterauslegung, die in den fingierten Gesprächen von Platon inszeniert wird. Methodisch einer historisch reflektierten Hermeneutik des Dialogs verpflichtet, gewinnt die Analyse neue Einsichten zu Platons literarischem und philosophischem Selbstverständnis.

The use of philosophy in educational programmes and practices under such names as philosophy for children, philosophy with children, or the community of philosophical enquiry, has become well established in many countries around the world. The main attraction of the educational use of philosophy seems to lie in the claim that it can help children and young people to develop skills for thinking critically, reflectively and reasonably. By locating the acquisition of such skills within communities of enquiry, the further claim (...) is that engagement with philosophy can foster the development of moral reflection and sensitivity and of social and democratic skills more generally. Claims like these provide a set of arguments for the inclusion of philosophy in the school curriculum that goes well beyond philosophy as just another curricular subject or body of knowledge. The aim of this article is to raise some questions about the conception of education that appears to inform the discussion about the educational use of philosophy. My ambition is to suggest an additional rather than an alternative view about the educational use of philosophy in the hope that this may act as a reminder of a different way in which one can engage with philosophy in educational settings which, in turn, might also act as a reminder of how philosophy might engage with us. The philosophical distinction in which my argument is phrased is that between humanism and post-humanism and the guiding educational concept is that of exposure. (shrink)

Following the traces of Margaret Mead’s statement that emphasized that the first photographic images of the Earth from space presented notions of fragility, the article contextualizes the recent critique of the dominant representation of the Earth as a globe that emerged in conjunction with the discourse on the Anthropocene. It analyses the globe as an image and the sentiments that accompanied it since the first photographs of our planet from space were published in 1968. The article outlines how the cultural (...) meaning of the whole Earth representation changed in parallel with the appropriation of the image by the large technological enterprises that emerged from America’s counterculture. It returns to the possibility of a coexistence of ‘views from within’ and ‘views from without’ following a detour with Gregory Bateson via Bali and proposes a Cybernetics of Grace as a practice of resistance against pure exteriority. The article concludes by linking the Cybernetics of Grace with the second-order conversations of Gordon Pask. (shrink)

The second volume in Joel Feinberg's series The Moral Limits of the Criminal Law, Offense to Others focuses on the "offense principle," which maintains that preventing shock, disgust, or revulsion is always a morally relevant reason for legal prohibitions. Feinberg clarifies the concept of an "offended mental state" and further contrasts the concept of offense with harm. He also considers the law of nuisance as a model for statutes creating "morals offenses," showing its inadequacy as a model for understanding "profound (...) offenses," and discusses such issues as obscene words and social policy, pornography and the Constitution, and the differences between minor and profound offenses. (shrink)

Religion wurde seit jeher als eine zentrale Begründung moralischer Prinzipien gehandelt. Im Rahmen der fortschreitenden Modernisierung scheint diese Verbindung brüchig zu werden. Empirisch sind nicht nur immer wieder eine (Re-) Modernisierung der Religion, sondern auch erneute religiöse Fundierungen von Moral zu beobachten. Wie ist nun die Beziehung zwischen Religion und Moral konstituiert? Sind religiös-moralische Bedingungszusammenhänge überhaupt in der Realität institutionalisiert und empirisch feststellbar? Verfällt die Moral in und durch ein Auseinanderdriften zu religiösen Überzeugungen? Entsprechend der Themenstellung, wird ein interdisziplinärer Zugang (...) gewählt, der ausgehend von religionssoziologischen Gedanken, Auseinandersetzungen mit dem Thema in der Philosophie, Pädagogik und Theologie berücksichtigt. Neben der theoretischen Diskussion der Beziehungen von Religion und Moral, werden (auch methodisch) verschiedene Analysen zu der Aufdeckung und näheren Betrachtung dieser Wechselbeziehungen in verschiedenen europäischen Gesellschaften vorgelegt. (shrink)

ABSTRACT In The Netherlands, the public funding of a number of health care services is controversial. What can we learn from this about the moral concerns that underlie these judgements? And, if there is anything to learn, can we use this improved understanding to scrutinise the adequacy of particular decisions concerning the public funding of health care services? In the present paper, I will analyse three cases: corrective surgey, In Vitro Fertilisation and liver transplantation. I will summarise the arguments that (...) have been used to support or to challenge the public funding of these services. I will then assess the merits of Daniels’fair equality of opportunity account of justice in health care. Can this account improve our understanding of the moral concerns underlying our judgements about the public funding of these services? Can it serve to scrutinise the adequacy of particular decisions that are made concerning the public funding of health care services? My answer to both questions will be a qualified yes. Daniels’account can provide guidance, but not because we can deductively infer from it what is right and what is wrong. Instead, I will argue for a more casuistic use of the concept of fair equality of opportunity. (shrink)

Gert Scobel zeigt in seinem kenntnisreichen Buch, dass uns heute kaum etwas so sehr fehlt wie Weisheit: Im Umgang mit der Welt, mit anderen und uns selbst. Denn in unserer immer komplexer werdenden Umwelt, die uns mit Widersprüchen ebenso konfrontiert wie mit immer mehr Faktenwissen, brauchen wir Orientierung. Doch die fehlt. Und Weisheit stellt sich auch im Alter nicht von selbst ein. Gert Scobel belegt fundiert, dass man sie erlernen kann - und sollte. Dabei speist sich die Gelassenheit, (...) von der der Autor spricht, nicht aus esoterischen Höhenflügen, die oft mit einer unsanften Bauchlandung enden. Vielmehr ist sie inspiriert von den Lehren des Buddhismus, die Scobel überraschend mit der westlichen Geistesgeschichte versöhnt. Er verfolgt die Weisheit bis zu ihren Ursprüngen, ins Mittelalter und in den fernen Osten. Das Buch bringt uns aber auch die neusten Erkenntnisse zur Weisheit aus Psychologie, Neurowissenschaften, Biologie, Glücks- und Komplexitätsforschung nahe. Entstanden ist die faszinierende und anschaulich erzählte Geschichte einer Geisteshaltung, die sich nicht nur unterhaltsam und spannend liest, sondern auch mit großem persönlichem Gewinn. Denn Weisheit ist die Grundvoraussetzung für ein sinnvolles und geglücktes Leben. (shrink)