Denotational semantics of logic programming and its extensions have been studied thoroughly for many years. In 1998, a game semantics was given to definite logic programs by Di Cosmo, Loddo, and Nicolet, and a few years later it was extended to deal with negation by Rondogiannis and Wadge. Both approaches were proven equivalent to the traditional semantics. In this paper we define a game semantics for disjunctive logic programs and prove soundness and completeness with respect to the minimal model semantics (...) of Minker. The overall development has been influenced by the games studied for PCF and functional programming in general, in the styles of Abramsky–Jagadeesan–Malacaria and Hyland–Ong–Nickau. (shrink)

Although elementary schools are considered a fertile ground for promoting positive behaviors among students, to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a school-based European funded preventive program among sixth graders with and without special educational needs. The study also examined the predictive role of self-esteem in students’ cyberbullying involvement. Overall, 240 students from randomly selected Greek schools (...) completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental but not to the control group of students. Each group consisted of both students with and without SEN. The evaluation was based on the completion of the self-report questionnaire before, immediately after, and 6 months after the intervention was completed by trained general and special education teachers. According to the findings, students’ cyberbullying engagement decreased significantly in the second and third phase, and especially for those with SEN. Additionally, self-esteem negatively predicted students’ involvement in cyberbullying in all three phases. The findings partially support the appropriateness of interventions within the elementary school context in order to enhance self-esteem and promote a safe online culture among students of typical as well as atypical development. (shrink)

_Giorgio Agamben: Power, Law and the Uses of Criticism_ is a thorough engagement with the thought of the influential Italian philosopher Giorgio Agamben. It explores Agamben’s work on language, ontology, power, law and criticism from the 1970s to his most recent publications. Introducing Agamben's work to a readership in legal theory, as well as in the humanities and social sciences more generally, Thanos Zartaloudis argues that an adequate understanding of Agamben's Homo Sacer project requires an attention to his earlier (...) philosophical writings on language, ontology, power and time. It is through this attentive and creative analysis of Agamben's work that Zartaloudis here presents a rethinking of the ideas of justice and criticism. (shrink)

_Giorgio Agamben: Power, Law and the Uses of Criticism_ is a thorough engagement with the thought of the influential Italian philosopher Giorgio Agamben. It explores Agamben’s work on language, ontology, power, law and criticism from the 1970s to his most recent publications. Introducing Agamben's work to a readership in legal theory, as well as in the humanities and social sciences more generally, Thanos Zartaloudis argues that an adequate understanding of Agamben's Homo Sacer project requires an attention to his earlier (...) philosophical writings on language, ontology, power and time. It is through this attentive and creative analysis of Agamben's work that Zartaloudis here presents a rethinking of the ideas of justice and criticism. (shrink)

This authoritative volume, written by two well-known psychologist-philosophers, presents a model of the person and its implications for psychological theory and practice. Professors Ramakrishna Rao and Anand Paranjpe draw the contours of Indian psychology, describe the methods of study, explain crucial concepts, and discuss the central ideas and their application, illustrating them with insightful case studies and judicious reviews of available research data and existing scholarly literature. The main theme is organized around the thesis that psychology is the study of (...) the person and that the person is a unique composite of body, mind and consciousness. The goal of the person is self-realization. Self-realization consists in the realization of one's true self as distinct from the manifest ego and it is facilitated by cultivating consciousness. Cultivating consciousness leads to a kind of psycho-spiritual symbiosis resulting in personal transformation, altruistic value orientation and flowering of the hidden human potential. (shrink)

At the beginning of the 9th c. George Syncellus began to write a universal chronicle, the second part of which was completed by the monk Theophanes. According to Byzantine tradition this monk was Theophanes the Confessor. But 10th-century sources note that this Theophanes was the grandfather or greatuncle of the emperor Constantine VII, which is historically impossible. This prompted P. Speck to invent “another Theophanes”, who lived during the second half of the 9th c. and was the editor of the (...) Chronicle of Theophanes. The hypothesis turns out to be unfounded and untenable. Also untenable and unrelated to the sources is the hypothesis of C. Zuckerman that the author of the Chronicle is another Theophanes who lived at the same time as the Confessor. This study, after an analysis of sources, proves in both cases that they are historical phantoms. (shrink)

La fouille des thermes de l'agora d'Argos a donné un sceau d'un certain Menas, stratège du thème de Céphalonie, dont le nom de famille est inconnu. Le sceau date de la fin du IXe ou du début du Xe siècle.

Ancient Indian philosophies consider self-realization as a fundamental concept and aim of human life, which appears theoretically similar to the self-actualization concept of the West. This article compares and contrasts the self-actualization concept with the views of ancient Indian wisdom to create a model. Both ideas strive for a more elevated Self, unleashing our potential or the realization/actualization of the true Self. From the Indian Vedanta philosophy emerged the Panchakosha theory of personality, which provides a structural framework for human states (...) of consciousness leading to higher development and transcendental identity. According to the scriptures, any form of stress is due to an underdeveloped state of consciousness at these levels or due to disconnection from the true Self; once an individual comes in contact with the ‘true Self’, the problems of life are eliminated. Yoga is a systematic process and way of human development, and applying the principles of Yoga philosophy in life will help in transcending one from the lower Self to the higher Self, awakening human potential, and becoming self-actualized. Yogis, who practice Yoga, could be responsible for a positive shift towards sustainable communities or transformative environments through enhanced mindfulness, self-actualization, and social capital demonstrated by enhanced moral values, trust, engagement, and acceptance. This theoretical model from classical Indian thought has the potential to provide the needed guidelines to create more self-actualized people. The dimension of well-being and prescriptions on how to reach this state of highest well-being is the essence of Indian philosophy. (shrink)

In this short but meaty book, Peter Unger questions the objective answers that have been given to central problems in philosophy. As Unger hypothesizes, many of these problems are unanswerable, including the problems of knowledge and scepticism, the problems of free will, and problems of causation and explanation. In each case, he argues, we arrive at one answer only relative to an assumption about the meaning of key terms, terms like "know" and like "cause," even while we arrive at an (...) opposite answer relative to quite different assumptions, but equally arbitrary assumptions, about what the key terms mean. (shrink)

[T. 1] Interpretationen zu den frühen und mittleren Dialogen -- T. 2. Das Bild des Dialektikers in Platons späten Dialogen.

This paper presents a discussion, in honour of the late Ari Hirvonen, of the reality of theatre, the space of the tragic and the ethical condition. It engages critically with Hirvonen’s work, as he would demand it, and in doing so it considers the distinctive thinking about theatrical reality in the work of the great Polish artist and theatre director Tadeusz Kantor.

_Giorgio Agamben: Power, Law and the Uses of Criticism_ is a thorough engagement with the thought of the influential Italian philosopher Giorgio Agamben. It explores Agamben’s work on language, ontology, power, law and criticism from the 1970s to his most recent publications. Introducing Agamben's work to a readership in legal theory, as well as in the humanities and social sciences more generally, Thanos Zartaloudis argues that an adequate understanding of Agamben's Homo Sacer project requires an attention to his earlier (...) philosophical writings on language, ontology, power and time. It is through this attentive and creative analysis of Agamben's work that Zartaloudis here presents a rethinking of the ideas of justice and criticism. (shrink)

Mitos ve Logos kavramları Antik Yunan uygarlığında söz kavramına karşılık gelen sözcükleri karşılamak için kullanılmıştır. Felsefe tarihinin başlangıcı için yapılan tanımlamalarda ise mitos kavramının yerine logos kavramının tercih edilmesi iki kavram arasında bir farklılığı ortaya koymak için yapılmaktadır. Bu ayrımın nedeni ise mitos’un daha çok dinsel içerikle anılması logos’un ise içerisinde bir tür akılsallık barındırması şeklindeki yorumlarda kendini göstermektedir. Ancak söz konusu ayrımın ilk doğa filozofu/ilk felsefeci olarak nitelendirilen Thales için geçerli olup olmadığı geçmişte olduğu gibi günümüzde de halen tartışılmaktadır. (...) Felsefe tarihi yazımlarında ilk sıraya konan Thales’in anılan kavramları gerçekten farklı şekilde yorumlayıp yorumlamadığı bizce de tartışmaya açık bir husustur. Bu açıdan bakıldığında Thales, söz konusu kavramları iki farklı problemler alanı olarak mı görmüştür? Onun düşüncelerinde kendinden önceki mitolojik mirasın izleri bulunabilir mi? O, katışıksız bir rasyonel midir, yoksa henüz felsefenin yeni filizlendiği bir toplumda bir ara basamağı mı temsil etmektedir? Bu makalenin içerisinde tartışacağımız bu sorular, felsefe tarihinin başlangıcına ilişkin kavramsal arka planın ne olduğu hakkında bize katkı sağlayacaktır. (shrink)

This important collection explores contemporary legal thought in relation to its interdisciplinary critical engagement with philosophy.

How (Not) to Be Secular is what Jamie Smith calls "your hitchhiker's guide to the present" -- it is both a reading guide to Charles Taylor's monumental work A Secular Age and philosophical guidance on how we might learn to live in our times. Taylor's landmark book A Secular Age (2007) provides a monumental, incisive analysis of what it means to live in the post-Christian present -- a pluralist world of competing beliefs and growing unbelief. Jamie Smith's book is a (...) compact field guide to Taylor's insightful study of the secular, making that very significant but daunting work accessible to a wide array of readers. Even more, though, Smith's How (Not) to Be Secular is a practical philosophical guidebook, a kind of how-to manual on how to live in our secular age. It ultimately offers us an adventure in self-understanding and maps out a way to get our bearings in today's secular culture, no matter who "we" are -- whether believers or skeptics, devout or doubting, self-assured or puzzled and confused. This is a book for any thinking person to chew on. (shrink)

The Art of War application to education is about solving problems to improve student and school success. The Art of War describes the significance of a leader and his knowledge and prudent application of the strategies. At the core of theses strategies is the non-negotiable moral purpose of the leader to be reinforced by other fine qualities as wisdom, commitment, discipline, and courage.

What is interest and how has it been conceptualized and studied? -- What explains the power of interest? : Why are students who have an interest for content more likely to continue to reengage and develop more conceptual sophistication? -- What is known about assessing existing interest? How do new interests develop? How can the phase of a person's interest be identified and measured? -- What is the relation between the development of interest and other motivational variables? -- Is it (...) a paradox that interest declines as subject matter gets more developed? What is "interest driven learning"? Does it matter if interests are taken up in rather than out of school? How different is an interest in one versus another subject matter, or domain? -- What we can now say about interest, its generation and development? What are the implications of knowing that interest can be developed? What could further research help us to understand? (shrink)