Speculations about the role of consciousness in physical systems are frequently observed in the literature concerned with the interpretation of quantum mechanics. While only three experimental investigations can be found on this topic in physics journals, more than 800 relevant experiments have been reported in the literature of parapsychology. A well-defined body of empirical evidence from this domain was reviewed using meta-analytic techniques to assess methodological quality and overall effect size. Results showed effects conforming to chance expectation in control conditions (...) and unequivocal non-chance effects in experimental conditions. This quantitative literature review agrees with the findings of two earlier reviews, suggesting the existence of some form of consciousness-related anomaly in random physical systems. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Recuperation of the Theory-Death of the Avant-GardeRobert Radin (bio)Paul Mann. The Theory-Death of the Avant-Garde. Bloomington: Indiana UP, 1991.It is difficult to respond to an essay that so thoroughly lays bare (and thereby challenges) what it is we do when we respond to another writer’s writing. I find it hard to begin, caught somewhere in that terminal state between speech and silence, that moment Beckett captures at (...) the end of the The Unnamable: “I can’t go on, I’ll go on.” Should I follow every word I write with “[sic],” at once quote myself and distance myself from what I have just written, indicate that I am aware of what it is I’m doing even as I’m doing it? I’ll go on.The fact that Paul Mann’s The Theory-Death of the Avant-Garde has received relatively little critical response since its publication in 1991 may in fact be a measure of its success. Nevertheless, this lack of response seems worthy of attention, given that Mann devotes so much of his essay to making the point that art’s (and theory’s) raison d’être is to generate further discourse, to keep the discursive economy going, however resistant to dominant culture that art or theory may appear to be.After repeatedly, painstakingly pointing out the status of his own essay in the discursive economy he describes—the discourse of the avant-garde—Mann anticipates the likely response to his work:It is not difficult to imagine whatever little response this essay is liable to. For the most part dismissals of what will be taken as its nihilism, its cynicism, its defeatism, its adherence to this or that dubious theory, its outmoded obsession with recuperation. But the essay was not written for those who reject an insistence on recuperation only in order to conceal from themselves the extent of their own recuperation.[141]And further on in the same passage: “it [the essay] was also written precisely so that it could be dismissed” [141]. Mann, to varying degrees, has correctly diagnosed the critical reception of his work thus far. When the essay is dismissed in reviews it is because it is seen as both passé and nihilistic. Even in one of the favorable reviews of Mann’s essay the question of nihilism arises. It is this “specter of nihilism” that I want to take up here—after first reviewing some of the more salient features of Mann’s argument—as I think it is a response most readers will have to struggle through (as Mann correctly points out), and it might tell us something about the larger discursive economy of which The Theory-Death of the Avant-Garde is now a part. That Mann’s position is seen as outmoded is less of an issue for me. It may be that his essay was already “old” by the time it was published, [End Page 41] his position already dismissable under the aegis of other names: Baudrillard, Barthes, Derrida. But that his essay is no longer new, that his position has exhausted its discursive currency, only further makes his point: in the discourse of the avant-garde, and in the discursive economy generally, the new supersedes all other values. More important, Mann’s position in particular must exhaust itself quickly if the discursive economy is to continue to thrive.In The Pleasure of the Text Roland Barthes delineates what he calls the “versus myth”:Art seems compromised, historically, socially. Whence the effort on the part of the artist himself to destroy it.... Unfortunately, this destruction is always inadequate; either it occurs outside the art, but thereby becomes impertinent, or else it consents to remain within the practice of the art, but quickly exposes itself to recuperation (the avant-garde is that restive language which is going to be recuperated). The awkwardness of this alternative is the consequence of the fact that destruction of discourse is not a dialectic term but a semantic term: it docilely takes its place within the great semiological “versus” myth (white versus black); whence the destruction of art is doomed to only paradoxical formulae... (shrink)

D I Lloyd; I Experientially Remember, Therefore I Exist? A reply to R. D. Smith, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 97–1.

Purpose: Often radical constructivists are confronted with arguments why radical constructivism is wrong. The present work presents a radical constructivist alternative to such arguments: a comparison of the results of two instructional practices, the standard, realist-based instruction and a radical constructivist-based instruction, both in physics courses. Design: Evidence from many studies of student conceptions in standard instruction (Duit 2004) is taken into account. In addition, diagnostic data, pre and post instruction, were collected from over 1,000 students in multiple institutions across (...) the U. S. over a period of about 15 years via an established diagnostic of conceptual understanding of motion and force. Findings: Evidence from many studies of student conceptions in standard instruction (Duit, 2004) is that little or no change in student conceptions happens in standard instruction. About half the students in the particular study reported, all science and engineering majors, experienced standard, realist-based instruction and show an average effect size of 0.6 standard deviations and an average normalized gain of 15%. The other half of the students, none of whom were science and engineering majors, experienced radical constructivist-based instruction and show an average effect size over 2.5 standard deviations and an average normalized gain over 60%. Diagnostic pre scores were nearly the same for both groups. Practical implications: The outcome, that students, neither science nor engineering majors, made changes in understanding foundational topics in physics far greater than science and engineering students, poses (1) an ethical challenge to the continued adherence to standard, realist-based instructional practices and (2) an intellectual challenge to the usefulness and appropriateness of the elitist-realist paradigm on which such standard instruction is based. Conclusion: This radical constructivist argument uses the effect of paradigms to judge their pragmatic value, not their truth-value. Based on pragmatic value, radical constructivism results in superior outcomes when applied to physics instruction. The approach to instruction can be applied generally in education. (shrink)

Context: In spite of its advantages and its ability to make valid responses to objections, radical constructivism is not mainstream. Problem: Extolling the virtues of radical constructivism and responding logically to the objections does not work. We know this from the evidence of many attempts. Our theoretical stance, radical constructivism, also suggests this approach is not likely to have much influence on realists. We cannot transmit understanding in the signals with which we attempt to communicate. How can we in radical (...) constructivism enable those outside of RC to understand our explanation of human knowing? Method: Examine our understanding of radical constructivism itself, because it is an explanation of how, why and under what circumstances people change their understandings of their experiential worlds. Results: We must find ways to direct the attention of others to situations that they cannot explain with their existing understanding of the world. Then we must create conditions conducive to their revising and testing new understandings for fit with the evidence of their experience. Implications: Since radical constructivism is a theory of human knowing, it tells us how humans develop knowledge, hence it is an answer to the questions central to this special issue. This answer is not one to be used to win in debates with realists. Radical constructivism gives us an answer to the problem of engaging realists in understanding our position, but strategies consistent with radical constructivism are not easily carried out. Developing and executing such strategies is the work at hand. (shrink)

Problem: What alternative strategies from our experiences using a Piaget-based radical constructivist pedagogy might have more and better results than the current practice of responding in debate form, each side trying to prove the other wrong? Method: Use of Slezak’s paper to illuminate the point that the central problem with the interpretation of RC generally used in such writing is that the authors seem not to be able to operate from the central tenet of RC, which is the opposite of (...) that used in realism. Description of how this failure to use the central tenet of RC results in claims that RC is irrelevant to education and to definitions of good teaching. Results: A specific approach shown to be useful in facilitating the construction of new understanding in science is adapted in order to guide interaction between an RC and a realist, which can result in the realist understanding the RC point of view. Implications: Instead of debating with critics of RC, where each side is trying to prove the other side wrong, we need to change the interaction to one in which members of opposing sides attempt to understand the other’s position. In this situation we are in a position to use a pedagogical strategy in which the realist examines her own fundamental assumption that we can know a mind-independent world, and considers the implications of a starting assumption that is exactly the opposite. (shrink)

Education; Islamic ethics; Arab countries.

A. Raghuramaraju has curated and edited this volume, which proposes a major breakthrough in the field of philosophical studies. The volume reproduces not only Desire and Liberation and Kalidas Bhattacharyya's introduction to it, but also the letters that Bhattacharyya wrote to Chandidas, and Chandidas's own commentary on his text. In Desire and Liberation Vaddera Chandidas creates a new metaphysical system. The author rejects major convergences inphilosophy from both India and the West, especially on the ontological primacy of non-being that results (...) in permanence. He is especially opposed to the idea of permanence, which renders unreliable anything that is not permanent but changing. Chandidas points out that contradictoriness is the structural 'tinge' ofreality. (shrink)

D I Lloyd; Theory and Practice1, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 98–113, https://doi.org/10.1111/j.1467-9752.1976.tb0.

D I Lloyd; I Experientially Remember, Therefore I Exist? A reply to R. D. Smith, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 97–1.

The present monograph is devoted to the principal problems of quantum mechanics and is based on the conception first stated in my course on 'Fundamentals of Quantum Mechanics'. The scope and purpose of the above course did not allow some principal questions to be brought out as fully as they deserved, and besides, some important points were only very recently developed to a sufficient extent. This refers especially to the analysis of the action of the measuring instrument, whose dual role (...) as an analyser of a quantum ensemble and as a detector of individual events was insufficiently elucidated. The reader will find that the present monograph is concerned more with theoretical physics than with philosophy. However, I have never separated Weltanschauung from science (and particularly theoretical physics) so that the philosophical implications are also discussed, justi fying publication in the philosophical series. In conclusion, I should like to thank the publisher and the translator, whose initiative and effort have made it possible for the book to reach the English-speaking reader. (shrink)

Idealizm Platona -- Skholastika XIX veka -- Pchëly -- Russkoepravitelʹstvo pod pokrovitelʹstvom Shedo-Ferroti -- Russkiĭ Don-Kikhot -- Ocherki iz istorii truda -- Progress v mire zhivotnykh i rasteniĭ -- Populi︠a︡rizatory otrit︠s︡atelʹnykh doktrin -- Genrikh Geĭne -- Mysli︠a︡shchiĭ proletariat.