The traditional definition per genus et differentiam is argued to be cognitively grounded in perception and in order to avoid needless argument, definitions are stipulated to assert boundaries. An analysis of the notion of perspective shows that a boundary is a composite of two distinctions: similarity that includes and difference that excludes. The concept is applied to the type-token distinction and percepts are shown to be the result of a comparison between a token as representing some phenomenon and a type (...) as representing the kind of object the phenomenon might be. The Principle of Connection is proposed as the mental architecture that gives rise to percepts. The value of a percept is shown to be one of Identical, Similar, Different or Contrary and its perceptual aspects represent the cognitive schema of Essence, Quality, Quantity and Relation. The two notions of similarity and difference are claimed to constitute the necessary and sufficient conditions for definitions. Accordingly, the qualitative elements of a definition signify the genus as representing the similarity of the defined entity in terms of others of its kind and the quantitative elements signify the differentia as representing the difference it has from everything else. Paying proper attention to both qualitative and quantitative aspects will enable formulation of definitions that are ‘good’. (shrink)

We propose a model of cognition grounded in ancient Greek philosophy which encompasses Aristotle’s categories. Taking for First Principles the brute facts of the mental actions of separation, aggregation and ordering, we derive Aristotle’s categories as follows. First, Separation lets us see single entities, giving the simple concept of an individual. Next, Aggregation lets us see instances of some kind, giving the basic concept of a particular. Then, Ordering lets us see both wholes-with-parts as well as parts-of-some-whole, giving the subtle (...) concept of a relational or Gestalt. The basic and the subtle concept give us the major and minor categories. The categories constitute a top-level ontology and describe universal usage so that any other category necessarily describes particular or domain usage. (shrink)

We propose a model of cognition grounded in ancient Greek philosophy which encompasses Aristotle’s categories. Taking for First Principles the brute facts of the mental actions of separation, aggregation and ordering, we derive Aristotle’s categories as follows. First, Separation lets us see single entities, giving the simple concept of an individual. Next, Aggregation lets us see instances of some kind, giving the basic concept of a particular. Then, Ordering lets us see both wholes-with-parts as well as parts-of-some-whole, giving the subtle (...) concept of a relational or Gestalt. The basic and the subtle concept give us the major and minor categories. The categories constitute a top-level ontology and describe universal usage so that any other category necessarily describes particular or domain usage. (shrink)

Elements of notation are variables and sentences are sequences of different variables. Both listening and reading are processes, which makes a sentence a stream of variations of a single variable. Thus, a simple sentence is a one-dimensional object, measured along the stream of variation. A sentence with coordinated or subordinated material effectively encodes multiple streams which makes a complex sentence a two-dimensional object with that second dimension measured across the multiple streams. A single symbol does not vary and is therefore (...) a zero-dimensional object. Processes exist in time and the dimensions of notation are therefore abstract dimensions. (shrink)

What is common to all languages is notation, so Universal Grammar can be understood as a system of notational types. Given that infants acquire language, it can be assumed to arise from some a priori mental structure. Viewing language as having the two layers of calculus and protocol, we can set aside the communicative habits of speakers. Accordingly, an analysis of notation results in the three types of Identifier, Modifier and Connective. Modifiers are further interpreted as Quantifiers and Qualifiers. The (...) resulting four notational types constitute the categories of Universal Grammar. Its ontology is argued to consist in the underlying cognitive schema of Essence, Quantity, Quality and Relation. The four categories of Universal Grammar are structured as polysemous fields and are each constituted as a radial network centred on some root concept which, however, need not be lexicalized. The branches spread out along troponymic vectors and together map out all possible lexemes. The notational typology of Universal Grammar is applied in a linguistic analysis of the ‘parts of speech’ using the English language. The analysis constitutes a ‘proof of concept’ in (1) showing how the schema of Universal Grammar is capable of classifying the so-called ‘parts of speech’, (2) presenting a coherent analysis of the verb, and (3) showing how the underlying cognitive schema allows for a sub-classification of the auxiliaries. (shrink)

The traditional definition per genus et differentiam is argued to be cognitively grounded in perception and in order to avoid needless argument, definitions are stipulated to assert boundaries. An analysis of the notion of perspective shows that a boundary is a composite of two distinctions: similarity that includes and difference that excludes. The concept is applied to the type-token distinction and percepts are shown to be the result of a comparison between a token as representing some phenomenon and a type (...) as representing the kind of object the phenomenon might be. The Principle of Connection is proposed as the mental architecture that gives rise to percepts. The value of a percept is shown to be one of Identical, Similar, Different or Contrary and its perceptual aspects represent the cognitive schema of Essence, Quality, Quantity and Relation. The two notions of similarity and difference are claimed to constitute the necessary and sufficient conditions for definitions. Accordingly, the qualitative elements of a definition signify the genus as representing the similarity of the defined entity in terms of others of its kind and the quantitative elements signify the differentia as representing the difference it has from everything else. Paying proper attention to both qualitative and quantitative aspects will enable formulation of definitions that are ‘good’. (shrink)

What is common to all languages is notation, so Universal Grammar can be understood as a system of notational types. Given that infants acquire language, it can be assumed to arise from some a priori mental structure. Viewing language as having the two layers of calculus and protocol, we can set aside the communicative habits of speakers. Accordingly, an analysis of notation results in the three types of Identifier, Modifier and Connective. Modifiers are further interpreted as Quantifiers and Qualifiers. The (...) resulting four notational types constitute the categories of Universal Grammar. Its ontology is argued to consist in the underlying cognitive schema of Essence, Quantity, Quality and Relation. The four categories of Universal Grammar are structured as polysemous fields and are each constituted as a radial network centred on some root concept which, however, need not be lexicalized. The branches spread out along troponymic vectors and together map out all possible lexemes. The notational typology of Universal Grammar is applied in a linguistic analysis of the ‘parts of speech’ using the English language. The analysis constitutes a ‘proof of concept’ in (1) showing how the schema of Universal Grammar is capable of classifying the so-called ‘parts of speech’, (2) presenting a coherent analysis of the verb, and (3) showing how the underlying cognitive schema allows for a sub-classification of the auxiliaries. (shrink)

The traditional definition per genus et differentiam is argued to be cognitively grounded in perception and in order to avoid needless argument, definitions are stipulated to assert boundaries. An analysis of the notion of perspective shows that a boundary is a composite of two distinctions: similarity that includes and difference that excludes. The concept is applied to the type-token distinction and percepts are shown to be the result of a comparison between a token as representing some phenomenon and a type (...) as representing the kind of object the phenomenon might be. The Principle of Connection is proposed as the mental architecture that gives rise to percepts. The value of a percept is shown to be one of Identical, Similar, Different or Contrary and its perceptual aspects represent the cognitive schema of Essence, Quality, Quantity and Relation. The two notions of similarity and difference are claimed to constitute the necessary and sufficient conditions for definitions. Accordingly, the qualitative elements of a definition signify the genus as representing the similarity of the defined entity in terms of others of its kind and the quantitative elements signify the differentia as representing the difference it has from everything else. Paying proper attention to both qualitative and quantitative aspects will enable formulation of definitions that are ‘good’. (shrink)

This article seeks to address the problem of the ‘resource consumption bottleneck’ of creating legal semantic technologies manually. It describes a semantic role labeling based information extraction system to extract definitions and norms from legislation and represent them as structured norms in legal ontologies. The output is intended to help make laws more accessible, understandable, and searchable in a legal document management system.

This paper describes the Eunomos software, an advanced legal document and knowledge management system, based on legislative XML and ontologies. We describe the challenges of legal research in an increasingly complex, multi-level and multi-lingual world and how the Eunomos software helps users cut through the information overload to get the legal information they need in an organized and structured way and keep track of the state of the relevant law on any given topic. Using NLP tools to semi-automate the lower-skill (...) tasks makes this ambitious project a realistic commercial prospect as it helps keep costs down while at the same time allowing greater coverage. We describe the core system from workflow and technical perspectives, and discuss applications of the system for various user groups. (shrink)

Response to commentaries on ‘How to Solve the Mind Body Problem’ by Andy Clark, Daniel Dennett, Naomi Elian, Ralph Ellis, Valerie Gray Hardcastle, Stevan Harnad, Natika Newton, Christian de Quincey, Carol Rovane and Robert van Gulick.

[opening paragraph]: Nicholas Humphrey's ambitiously titled paper falls into two main parts. In the first, he offers a diagnosis of the current state of the mind-body debate and a general prescription for how to go about seeking its solution. In the second, he aims to fill that prescription with a specific proposal that he regards as bringing us much closer to a resolution of the underlying problem. Though I will take issue below with a few important details, I largely (...) agree with his diagnosis of the current debate. However, I remain sceptical about just how far his more specific suggestions can take us toward an adequate understanding of the brain-consciousness relation. Perhaps with more development, they might cut deeper to the core, but in present form they seem subject to the same sorts of objections that Humphrey himself raises against other prior proposals, for example, absent qualia challenges. (shrink)

I argue that supervenience is an inadequate device for representing relations between different levels of phenomena. I then provide six criteria that emergent phenomena seem to satisfy. Using examples drawn from macroscopic physics, I suggest that such emergent features may well be quite common in the physical realm.

Aristotle Aristotle is a towering figure in ancient Greek philosophy, who made important contributions to logic, metaphysics, mathematics, physics, biology, botany, ethics, politics, agriculture, medicine, dance and theater. He was a student of Plato who in turn studied under Socrates. He was more empirically-minded than Plato or Socrates and is famous for … Continue reading Aristotle →.

How is consciousness possible? What biological purpose does it serve? And why do we value it so highly? In Soul Dust, the psychologist Nicholas Humphrey, a leading figure in consciousness research, proposes a startling new theory. Consciousness, he argues, is nothing less than a magical-mystery show that we stage for ourselves inside our own heads. This self-made show lights up the world for us and makes us feel special and transcendent. Thus consciousness paves the way for spirituality, and allows (...) us, as human beings, to reap the rewards, and anxieties, of living in what Humphrey calls the "soul niche." Tightly argued, intellectually gripping, and a joy to read, Soul Dust provides answers to the deepest questions. It shows how the problem of consciousness merges with questions that obsess us all--how life should be lived and the fear of death. Resting firmly on neuroscience and evolutionary theory, and drawing a wealth of insights from philosophy and literature..."--Jacket. (shrink)

A different way of thinking about how the sciences are organized is suggested by the use of cross-disciplinary computational methods as the organizing unit of science, here called computational templates. The structure of computational models is articulated using the concepts of construction assumptions and correction sets. The existence of these features indicates that certain conventionalist views are incorrect, in particular it suggests that computational models come with an interpretation that cannot be removed as well as a prior justification. A form (...) of selective realism is described which denies that one can simply read the ontological commitments from the theory itself. (shrink)

This paper develops an inventory and conceptual map of espoused organizational values. We suggest that espoused values are fundamentally different to other value forms as they are collective value statements that need to coexist as a basis for organizational activity and performance. The inventory is built from an analysis of 3112 value items espoused by 554 organizations in the UK and USA in both profit and not-for-profit sectors. We distil these value items into 85 espoused value labels, and these are (...) assessed in terms of their similarity and difference through judgements made by 53 experienced individuals. The resulting conceptual map facilitates the evaluation of values which are espoused at the organizational level, as opposed to aggregations of personal values, an important distinction that is often ignored in the literature. This analysis identifies a number of distinct areas of emphasis occupied by espoused values. In particular, the richness of value labels that relates to broader ethical issues may be aimed at external stakeholder management, but also may have an increasing influence on organizational behaviour as they are embedded into organizational practices. By advancing our understanding of espoused values, through an analysis of those being used in practice, we provide a means by which future research into organizational values and ethical issues can progress. (shrink)

Gödel once offered an argument for the general reflection principle in set theory that took the form of an analogy with Leibniz' Monadology. I discuss the mathematical and philosophical background to Gödel's argument, reconstruct the proposed analogy in detail, and argue that it has no justificatory force.

Bernard Williams argued that historical and philosophical inquiry were importantly linked in a number of ways. This introductory chapter distinguishes four different connections he identified between philosophy and history. (1) He believed that philosophy could not ignore its own history in the way that science can. (2) He thought that when engaging with philosophy’s history primarily to produce history, one still had to draw on philosophy. (3) Even doing history of philosophy philosophically, i.e. primarily to produce philosophy, required a keen (...) sense of how historically distant from us past philosophers were, on his view, because the point of reading them was to confront something different from the present. (4) He held that systematic philosophy itself needed to be done historically, engaging not necessarily with its own history, but with that of the concepts it sought to understand. The chapter closes with an overview of the volume’s structure and content. (shrink)

What do the works that were discussed during the sessions of the “College of Sociology” tell us today? By examining the respective influences of Roger Caillois and Georges Bataille, this article aims to show that the dialogue that brought them together, and that would eventually separate them, is rooted in nineteenth-century philosophical debates. Considering a broader theoretical horizon as a framework for the College of Sociology, this article also aims to offer a reading of why such eclectic interests crossed paths (...) during its sessions. This analysis is carried out following the question that, in our opinion, motivated the Caillois/Bataille debate: what institution could subvert the principle of the teleological progress of modernity? In short, through the study of the Caillois/Bataille discussions and disagreements, this article aims to underline some limits that led to the dissolution of the College of Sociology. (shrink)

The literary and critical discourse about characters and characterization in Anglophone drama and fiction since the Renaissance shows a persistent but underrecognized presence of three idioms and vocabularies, two highly developed and one nascent, that either derive from the rhetoric of mathematics in classical antiquity or participate in its modern afterlife. Those discourses—which this article studies in detail—are, first, an explicitly Theophrastan one, in which taxonomies of character are constructed; second, an explicitly Euclidean one, in which characterization is discussed and (...) accomplished in relatively conventional or commonsensical geometric terms; and third, a non- or post-Euclidean one, in which characterization is discussed and inchoately accomplished in the terms of the “new geometries” that emerged during the nineteenth century. What taxonomy in the Aristotelian mode and geometry in the Euclidean mode have in common is that when their vocabularies are applied to characterization, they delimit characters in terms of established categories—whether of ideal shapes or statistically probable types—while discounting whatever features may be unique to individuals. An obliviousness to these three discourses can limit seriously what can be said about, and what can be said on behalf of, the literary and critical texts framed in their terms and also, most importantly, what can be said about the nature of literary characters. (shrink)

Mikhail Epstein's essay “Inventive Thinking in the Humanities,” also published in the January 2017 issue of Common Knowledge, argues that the humanities are in crisis because humanist academics have “turned away from human beings and focused on texts.” Expanding on this point while concentrating on a single humanities field, literary studies, this response to Epstein makes the case that fear and awe of the sciences have resulted in the exclusion of subjectivity from literary criticism, even though regarding the critic as (...) anything but a subjective human being responding to the creative work of other subjective human beings makes very limited sense. Avenues of resistance to impersonal criticism have emerged from time to time, and this essay explores several, including those of Susan Sontag, Stanley Fish, Jane Tompkins, Rivka Eifermann, Harold Bloom, and Stephen Greenblatt. None, however, is seen as having had a decisive impact on the academic mainstream. This essay concludes by examining the possibility that literary works are best responded to not in criticism but in other literary works. (shrink)

We summarise and respond to the main points made by the commentators on our target article, which concern: whether structural similarity can play a causal role in normal object identification and in neuropsychological deficits for living things, the nature of our structural knowledge of the world, the relations between sensory and functional knowledge of objects, and the nature of our functional knowledge about living things, whether we need to posit a “core” semantic system, arguments that can be marshalled from evidence (...) on functional imaging, the causal mechanisms by which category differences can emerge in object representations, and the nature of our knowledge about categories other than living and nonliving things. We also highlight points raised in our article that seem to be accepted. (shrink)

This collects some of the remarks made at the 2016 Pacific APA Memorial session for Patrick Suppes and Jaakko Hintikka. The full list of speakers on behalf of these two philosophers: Dagfinn Follesdal; Dana Scott; Nancy Cartwright; Paul Humphreys; Juliet Floyd; Gabriel Sandu; John Symons.

While 4E approaches to cognition are increasingly introduced in educational contexts, little has been said about how 4E commitments can inform pedagogy aimed at fostering ethical competencies. Here, we evaluate a 4E-inspired ethics exercise that we developed at a technical university to enliven the moral imagination of engineering students. Our students participated in an interactive tinkering workshop, during which they materially redesigned a healthcare artifact. The aim of the workshop was twofold. Firstly, we wanted students to experience how material choices (...) at the levels of design and functionality can enable morally significant reimaginings of the affordances commonly associated with existing artifacts. We term this type of reimagining world-directed moral imagination. Secondly, through the design process, we wanted students to robustly place themselves in the lived embodied perspectives of (potential) users of their selected artifacts. We term this person-directed moral imagination. While student testimonies about the exercise indicate that both their world-directed and person-directed moral imagination were enlivened, we note that the fostering of robust person-directed moral imagination proved challenging. Using 4E insights, we diagnose this challenge and ask how it might be overcome. To this end, we engage extensively with a recent 4E-informed critique of person-directed moral imagination, raised by Clavel Vázquez and Clavel-Vázquez (2023). They argue that person-directed moral imagination is profoundly limited, if not fundamentally misguided, particularly when exercised in contexts marked by emphatic embodied situated difference between the imaginer and the imagined. Building upon insights from both the 4E field and testimonies from critical disability studies, we argue that, while their critique is valuable, it ultimately goes too far. We conclude that a 4E approach can take on board recent 4E warnings regarding the limits of person-directed moral imagination while contributing positively to the development of moral imagination in engineering ethics education. (shrink)

_Raritan: A Quarterly Review_ , IX, 68-98, Summer 1989. Reprinted (with footnotes), _Occasional Paper #8_ , Center on Violence and Human Survival, John Jay College of Criminal Justice, The City University of New York, 1991; Daniel Kolak and R. Martin, eds., _Self & Identity: Contemporary Philosophical Issues_ , Macmillan, 1991.

Critical history is a philosophy of history that highlights the peculiarity and originality of the epistemology and methodology of Bernard Lonergan in the study of history. It is a method of reading the movement of history, through the Lonerganian creative criticism as well as a critical instrument that can help one rise above diverse forms of oversight and bias while working for progress in a human community. It tries to expound on how one can build personal capacities that work for (...) the advantage of the common good. Its precepts can help one achieve self-transcendence and authenticity which are essential in the making of a creative society. It can inspire and create symbols that link one's experience, imagination, rationality, responsibility and affectivity to authentic lived history. It can arouse an intellectual conversion that brings moral revival and can offer insights that help community planners in proposing proper solutions by identifying the actual drivers of progress, decline and re-covery in a society. Critical history creates an intellectual cultivation of mind and character achieved by insight which helps to build an authentic human person and progressive community. Its critical elements can lead to higher viewpoints that rise above prejudices, and these higher viewpoints can move one to integration to higher values. The result will be an authentic subjectivity and emergence of republic of virtues guided by objectivity and sound ethics. (shrink)

Prof. Kitto studies the parts played by Man and God in Sophoclean drama. He argues that they are essentially complementary, and that if one fails to appreciate the significance of Sophocles' religious teaching, one will fail to understand his literary and dramatic artistry.