Volume 8 of this landmark edition follows Peirce from May 1890 through July 1892—a period of turmoil as his career unraveled at the U.S. Coast and Geodetic Survey. The loss of his principal source of income meant the beginning of permanent penury and a lifelong struggle to find gainful employment. His key achievement during these years is his celebrated Monist metaphysical project, which consists of five classic articles on evolutionary cosmology. Also included are reviews and essays from The Nation in (...) which Peirce critiques Paul Carus, William James, Auguste Comte, Cesare Lombroso, and Karl Pearson, and takes part in a famous dispute between Francis E. Abbot and Josiah Royce. Peirce's short philosophical essays, studies in non-Euclidean geometry and number theory, and his only known experiment in prose fiction complete his production during these years. Peirce's 1883-1909 contributions to the Century Dictionary form the content of volume 7 which is forthcoming. (shrink)

Projective contents, which include presuppositional inferences and Potts's conventional implicatures, are contents that may project when a construction is embedded, as standardly identified by the FAMILY-OF-SENTENCES diagnostic. This article establishes distinctions among projective contents on the basis of a series of diagnostics, including a variant of the family-of-sentences diagnostic, that can be applied with linguistically untrained consultants in the field and the laboratory. These diagnostics are intended to serve as part of a toolkit for exploring projective contents (...) across languages, thus allowing generalizations to be examined and validated crosslinguistically. We apply the diagnostics in two languages, focusing on Paraguayan Guaraní, and comparing the results to those for English. Our study of Paraguayan Guaraní is the first systematic exploration of projective content in a language other than English. Based on the application of our diagnostics to a wide range of constructions, four subclasses of projective contents emerge. The resulting taxonomy of projective content has strong implications for contemporary theories of projection, which were developed for the projective properties of particular subclasses and fail to generalize to the full set of projective contents. (shrink)

The projection of conscious content is a central feature of Max Velmans' theory of consciousness, implying that conscious experiences are built within a conversation of minds and worlds in which they form a 'reflexive' unity – as stated in his reflexive monism theory. What are the neurobiological structures and functions that underpin the experience of conscious contents being located in a spatio-temporal frame outside the nervous system that instantiates them? In this paper I offer informed speculation about these neurobiological (...) structures on the basis of the concept of projection within the psychophysical 'egocentric space', having the central nervous system at the origin of coordinates and the interface with the environment as the horizon. The reasoning is based on the work of several neuroscientists on feedback signals from the motor to sensory neuron systems, building a picture of how they support the projective process. I also call attention to the integrative role of glial cells in the generation of localized sensations and other conscious contents. (shrink)

The process of reviving an independent democratic Ukraine with its desire to become a full member in the world civilization implies a comprehensive incorporation into the social and individual life of the civilizational foundations of life based on humanistic principles, values ​​and norms. The importance of the philosophy and methodology of education in shaping the consciousness of the young generation, not only on the basis of scientific understanding of reality and material realization of the relevant worldview, but also at a (...) higher spiritual and moral level with priority of universal values ​​is emphasized in the state program "Towards People". Its task is to overcome not only the socio-economic but also the spiritual and moral crisis, the transformation of Ukrainian society into a developed civilized nation. (shrink)

This paper introduces this special issue which is focused on its target paper - The Natural Origins of Content. The target paper has had a robust and considered set of fifteen replies; a literal A to Z of papers. This extended introduction explains the background thinking and challenges that motivated the target article's proposed research programme. It also provides a sneak peak preview and navigational aid to the special issue’s contents. Brief highlights of each commentary are provided and they (...) are grouped together under broad headings. We do not attempt to give detailed replies to these suggestions or answer the various critiques at this stage of the proceedings: that is for future work. (shrink)

In dynamic theories of presupposition, a trigger pp′ with presupposition p and at-issue component p′ comes with a requirement that p should be entailed by the local context of pp′. We argue that some co-speech gestures should be analyzed within a presuppositional framework, but with a twist: an expression p co-occurring with a co-speech gesture G with content g comes with the requirement that the local context of p should guarantee that p entails g; we call such assertion-dependent presuppositions (...) ‘cosuppositions’. We show that this analysis can be combined with earlier theories of local contexts to account for complex patterns of gesture projection in quantified and in attitudinal contexts, and we compare our account to two potential alternatives: one based on supervaluations, and one, due to Cornelia Ebert, that treats co-speech gestures as supplements. We argue that the latter is correct, but for ‘post-speech’ gestures, rather than for co-speech gestures. (shrink)

We all know about the vehicle/content distinction (see Dennett 1991a, Millikan 1991, 1993). We shouldn't confuse properties represented in content with properties of vehicles of content. In particular, we shouldn't confuse the personal and subpersonal levels. The contents of the mental states of subject/agents are at the personal level. Vehicles of content are causally explanatory subpersonal events or processes or states. We shouldn't suppose that the properties of vehicles must be projected into what they represent for (...) subject/agents, or vice versa. This would be to confuse the personal and subpersonal levels. (shrink)

The author argues that there is no such thing as a unique and general taxonomy of non-at-issue contents. Accordingly, we ought to shun large categories such as “conventional implicature”, “F-implicature”, “CI”, “Class B” or the like. As an alternative, we may, first, describe the “semantic profile” of linguistic devices as accurately as possible. Second, we may explicitly tailor our categories to particular theoretical purposes.

This article focuses on the difficulty for a general theory of depiction of providing a notion of pictorial content that accommodates the full diversity of picture types. The article begins by introducing two basic models of pictorial content using paradigmatic positions that maximize the ability of the respective models to deal with pictorial diversity. Kulvicki's On Images is interpreted as a generalized projection-based model which proposes a scene-centred notion of pictorial content. By contrast, Lopes's aspect-recognition theory, in (...) Understanding Pictures, is taken to exemplify a recognition-based model of pictorial content. It is then considered how applicable these two notions of pictorial content are to a spectrum of different picture types, highlighting differences between mechanically produced and “freehand” pictures. It is shown that while the projection-based and recognition-based models are each required for some picture types, neither model can be applied over the whole spectrum of diverse picture types. This, it is argued, has the far-reaching consequence that neither the projection model nor the recognition model, nor any unitary combination of the two, can provide the basis for a theory of depiction applying to all pictures. (shrink)

: The development of the interdisciplinary areas of cognitive, affective and action neurosciences contributes to the identification of neurobiological bases of conscious experience. The structure of consciousness was philosophically conceived a century ago as consisting of a subjective pole, the bearer of experiences, and an objective pole composed of experienced contents. In more recent formulations, Nagel refers to a “point of view”, in which qualitative experiences are anchored, while Velmans understands that phenomenal content is composed of mental representations “projected” (...) to the space external to the brains that construct them. In Freudian psychology, the conscious mind contains a tension between the Id and the Ego. How to relate this bipolar structure with the results of neuroscience? I propose the notion of projection [also used by Williford et al. ] as a bridge principle connecting the neurobiological systems of knowing, feeling and acting with the bipolar structure. The projective process is considered responsible for the generation of the sense of self and the sense of the world, composing an informational phenomenal field generated by the nervous system and experienced in the first-person perspective. After presenting the projective hypothesis, I discuss its philosophical status, relating it to the phenomenal and high-order thought approaches, and a mathematical model of projection. Eight ways of testing the status of the projective hypothesis are briefly mentioned. Resumo: O desenvolvimento de áreas interdisciplinares das neurociências, contribui para a identificação das bases neurobiológicas da experiência consciente. A estrutura intrínseca da experiência consciente foi filosoficamente concebida há um século como consistindo de um pólo subjetivo, o portador de experiências, e um pólo objetivo, composto dos conteúdos experimentados. Em formulações mais recentes, Thomas Nagel refere-se a um “ponto de vista”, no qual experiências qualitativas são ancoradas, enquanto Max Velmans entende que o conteúdo fenomenal é composto de representações mentais “projetadas” para o espaço externo ao cérebro que as constrói. Na psicologia freudiana, a mente consciente contém uma tensão entre o Id e o Ego. Como relacionar esta estrutura bipolar com os resultados da neurociência? Proponho a noção de projeção como princípio-ponte, conectando os sistemas neurobiológicos do saber, sentir e agir com a estrutura bipolar. O processo projetivo é considerado responsável pela geração do sentido do eu e do sentido do mundo, compondo um campo fenomenal informacional gerado pelo sistema nervoso e vivenciado na perspectiva da primeira pessoa. Após apresentar a hipótese projetiva, discuto seu status filosófico, relacionando-o às abordagens fenomenológicas, à teoria do pensamento de ordem superior e ao modelo matemático da projeção. Oito maneiras de testar o status da hipótese projetiva são brevemente mencionadas. (shrink)

Susanna Schellenberg's book is an ambitious project, providing a view of perception that makes sense of its content, its phenomenology, and its epistemic role. In these comments, I focus on her capacitist view and raise questions concerning this view's ability to offer an adequate account of the content and phenomenology of perceptual and hallucinatory experiences.

The notion of “projective aesthetics” is considered in this paper for the first time as a variant of the recourse to praxis that characterizes contemporary aesthetics and its “aesthetic involvement”. Projective aesthetics involves the use of methodologies of a new type: “schizoanalysis”, “conceptivism” and “projectivism”. The emphasis is put on the principle of “rhizome” and on the features of so-called “culturonics”, a way of thinking “through projects” in the cultural sphere. Projective aesthetics implies a way of philosophizing (...) about art and aesthetics which is defined by a functional orientation in terms of a process of aestheticization and artification, and, accordingly, of projectivity. The connection between projective aesthetics and the peculiarities of modern communicative aesthetics is also examined, together with the need for creating a philosophical glossary of artistry and modern art, meant as a relevant project for aesthetics. In the text, a special place is also given to a number of projects implemented in the process of teaching philosophical aesthetics, as related to beauty as well as with the direct participation of students in filling out the contents of the above-mentioned glossary. (shrink)

The notion of “projective aesthetics” is considered in this paper for the first time as a variant of the recourse to praxis that characterizes contemporary aesthetics and its “aesthetic involvement”. Projective aesthetics involves the use of methodologies of a new type: “schizoanalysis”, “conceptivism” and “projectivism”. The emphasis is put on the principle of “rhizome” and on the features of so-called “culturonics”, a way of thinking “through projects” in the cultural sphere. Projective aesthetics implies a way of philosophizing (...) about art and aesthetics which is defined by a functional orientation in terms of a process of aestheticization and artification, and, accordingly, of projectivity. The connection between projective aesthetics and the peculiarities of modern communicative aesthetics is also examined, together with the need for creating a philosophical glossary of artistry and modern art, meant as a relevant project for aesthetics. In the text, a special place is also given to a number of projects implemented in the process of teaching philosophical aesthetics, as related to beauty as well as with the direct participation of students in filling out the contents of the above-mentioned glossary. (shrink)

Is the mechanism behind presupposition projection and filtering fundamentally asymmetric or symmetric? This is a foundational question for the theory of presupposition which has been at the centre of attention in recent literature. It also bears on broader issues concerning the source of asymmetries observed in natural language: are these simply rooted in superficial asymmetries of language use ; or are they, at least in part, directly encoded in linguistic knowledge and representations? In this paper we aim to make progress (...) on these questions by exploring presupposition projection across conjunction, which has traditionally been taken as a central piece of evidence that presupposition filtering is asymmetric in general. As a number of authors have recently pointed out, however, the evidence which has typically been used to support this conclusion is muddied by independent issues concerning redundancy; additional concerns have to do with the possibility of local accommodation. We report on a series of experiments, building on previous work by Chemla and Schlenker :177–226, 2012 and Schwarz 2015), using inference and acceptability tasks, which aim to control for both of these potential confounds. In our results, we find strong evidence for left-to-right filtering across conjunctions, but no evidence for right-to-left filtering—even when right-to-left filtering would, if available, rescue an otherwise unacceptable sentence. These results suggest that presupposition filtering across conjunction is asymmetric, contra suggestions in the recent literature :157–212, 2008a.), and pave the way for the investigation of further questions about the nature of this asymmetry and presupposition projection more generally. Our results also have broader implications for the study of presupposition: we find important differences in the verdicts of acceptability versus inference tasks in testing for projected content, which has both methodological ramifications for the question of how to distinguish presupposed content, and theoretical repercussions for understanding the nature of projection and presuppositions more generally. (shrink)

I believe that the notion of epistemic transparency does play an important role in our ordinary conception of mental content and I want to say what that role is. Unfortunately, the task is a large one; here I am able only to begin on its outline. I shall proceed somewhat indirectly, beginning with a discussion of externalist conceptions of mental content. I shall show that such conceptions violate epistemic transparency to an extent that has not been fully appreciated. (...) Subsequently, I shall look at the implications of this violation and at the reconstructive project that a rejection of transparency entails. I am inclined to think it unlikely that we will get a conception of propositional content that underwrites epistemic transparency. But I am concerned that we have not fully appreciated the role that transparency currently plays and the work that would need to be done were we to discard it. (shrink)

This paper proposes a novel account of the contents of memory. By drawing on insights from the philosophy of perception, I propose a hybrid account of the contents of memory designed to preserve important aspects of representationalist and relationalist views. The hybrid view I propose also contributes to two ongoing debates in philosophy of memory. First, I argue that, in opposition to eternalist views, the hybrid view offers a less metaphysically-charged solution to the co-temporality problem. Second, I show how the (...) hybrid view conceives of the relationship between episodic memory and other forms of episodic thinking. I conclude by considering some disanalogies between perception and memory and by replying to objections. I argue that, despite there being important differences between memory and perception, those differences do not harm my project. (shrink)

In this paper, I will analyze certain aspects of imaginative content, namely the content of the representational mental state called “imagining.” I will show that fully accounting for imaginative content requires acknowledging that, in addition to imagining, an imaginative project—the overall mental activity we engage in when we imagine—includes another infrastructural component in terms of which content should be explained. I will then show that the phenomenon of imaginative immersion can partly be explained in terms of (...) the proposed infrastructure of imaginative projects. (shrink)

The notion of “projective aesthetics” is considered in this paper for the first time as a variant of the recourse to praxis that characterizes contemporary aesthetics and its “aesthetic involvement”. Projective aesthetics involves the use of methodologies of a new type: “schizoanalysis”, “conceptivism” and “projectivism”. The emphasis is put on the principle of “rhizome” and on the features of so-called “culturonics”, a way of thinking “through projects” in the cultural sphere. Projective aesthetics implies a way of philosophizing (...) about art and aesthetics which is defined by a functional orientation in terms of a process of aestheticization and artification, and, accordingly, of projectivity. The connection between projective aesthetics and the peculiarities of modern communicative aesthetics is also examined, together with the need for creating a philosophical glossary of artistry and modern art, meant as a relevant project for aesthetics. In the text, a special place is also given to a number of projects implemented in the process of teaching philosophical aesthetics, as related to beauty as well as with the direct participation of students in filling out the contents of the above-mentioned glossary. (shrink)

In recent times the question of whether or not there is such a thing as nonconceptual content has been the object of much serious attention. For analytical philosophers, the locus classicus of the view that there is such a phenomena is to be found in Evans remarks about perceptual experience in Varieties of Reference. John McDowell has taken issue with Evans over his claim that "conceptual capacities are first brought into operation only when one makes a judgement of experience, (...) and at that point a different species of content comes into play" (McDowell 1994: 48). In contrast, he proposes that "A judgement of experience does not introduce a new kind of content, but simply endorses the conceptual content, or some of it, that is already possessed by the experience on which it is grounded" (McDowell 1994: 48-49). Ironically, in light of the ambitions of Mind and World, this sits very happily with the firmly embedded views of many traditional classical cognitivists. It has been a long-standing article of faith that, even in its most basic forms, perceptual content must be conceptual. But those who adopt this position have a heavy burden when it comes to explaining the origin and development of concepts (cf. Peacocke 1992a: 9). In line with the proposal that at least some primitive concepts must be innate, theorists like Fodor make appeal to the intrinsic character of such concepts to explain more complex conceptual contents and their essential characteristics (Fodor 1998: 130). Primitive concepts and their properties as simply assumed because of an explanatory need despite that fact that making this assumption has a paradoxical consequence --which, in this case, is revealed by Fodor's claim that all concepts must be acquired inductively (cf. Fodor 1998: 130-132). The good news is that if we opt for a nonconceptualist approach then we need not assume that any concepts are innate. There is a plausible programme afoot, initiated by Cussins, which hopes explain "the construction of cognitive properties out of non-cognitive properties" (Cussins 1990: 374). He encourages us to suppose "that the mind/world distinction is a phylogenetic or ontogenetic achievement" (Cussins 1990: 409). However, some advocates of nonconceptual content believe that providing this explanation will be a relatively straightforward, although clearly difficult, task given that a contentful base of nonconceptual informational states, of the kind Evans envisioned, is presupposed. My aim is to defend Evans but if if nonconceptual content is to play the important role assigned to it of helping to explain the development of concepts then we must explicate the nature of such content in such a way that does not presuppose that it is truth-conditional. We must also be able to say exactly what part nonconceptual responses play in judgement making and conceptual development. It is the burden of this paper to provide a sketch of how both these ends might be achieved and to offer some reasons for thinking the project is a viable one. I do this in two stages. The first is to advocate a modest biosemantic theory of nonconceptual content and the second is to show how this can shore up a Davidsonian understanding of the possession conditions for concepts. (shrink)

ArgumentThis essay considers the metaphors of projection in Hugo Münsterberg's theory of cinema spectatorship. Münsterberg (1863–1916), a German born and educated professor of psychology at Harvard University, turned his attention to cinema only a few years before his untimely death at the age of fifty-three. But he brought to the new medium certain lasting preoccupations. This account begins with the contention that Münsterberg's intervention in the cinema discussion pursued his well-established strategy of pitting a laboratory model against a clinical one, (...) in this case the “master-trope” of early cinema a spectatorship drawn from hysteria, hypnosis, and related phenomena like double-consciousness. Münsterberg's laboratory-oriented account also flowed from his account of cinema technology as an outgrowth of the apparatus of his own discipline of experimental psycho-physiology, which entailed a model of cinema spectatorship continuous with the epistemological setting of laboratory relations. I argue that inThe Photoplayand related writings projection functioned in three registers: material, psychological, and philosophical. Münsterberg's primary concern was with psychological projection, where he drew upon his own work in experimental aesthetics to articulate an account of how the basic automatisms of cinema produce a state of oscillation between immersion and distraction. I show how Münsterberg's experimental aesthetics drew upon German doctrines of aesthetic empathy, orEinfühlung, which Münsterberg sought to modify in accordance with the dynamic and temporal characteristics of psycho-physiological experiment. Finally, I argue that Münsterberg's cinema theory was enfolded in his action or double-standpoint theory, in which the transcendental self posits the material, objective conditions of laboratory experience as a means to know itself. This philosophical projection explained cinema's uncanny ability to suspend ordinary perceptions of space, time, and causality. It also made cinema uniquely suited for the philosophical emancipation of a popular mass audience. (shrink)

With the spread of new media, traditional media, such as TV faced a problem: how to attract and retain the audience and how to offer something new, that competitors do not have. And for a long time now even well-known and influential mass media have been using interactive content. The statement is that interactive content just for fun is no longer perceived. Interactive content includes quizzes, puzzles, crosswords, various polls, games, tests, quests, memories, interactive graphics, flash games, (...) etc. Interactive elements in the media are used both separately and as a part of journalistic material. For the research of using interactive content in media, we examined the official sites of 30 channels in Ukraine, which belong to DTV and are translated for each region. In general, we have revealed 593 elements of interactive content on the sites of TV media. In the article, there were examined the kinds, types, themes, and amount of interactive content on each site of Ukrainian TV channels. It is investigated that such content can help to stay in touch with the audience and to popularize content that is broadcasted on the TV channel. Interactive media content has several obvious benefits, including the influx of new readers and, consequently, the growth of unique visitors, the growing number of people who talk about your media on social media and in real life, and the opportunity to draw attention to your television projects. (shrink)

Is the mechanism behind presupposition projection and filtering fundamentally asymmetric or symmetric? This is a foundational question for the theory of presupposition which has been at the centre of attention in recent literature :287–316, 2008b. https://doi.org/10.1515/THLI.2008.021, Semant Pragmat 2:1–78, 2009. https://doi.org/10.3765/sp.2.3; Rothschild in Semant Pragmat 4:1–43, 2011/2015. https://doi.org/10.3765/sp.4.3 a.o.). It also bears on broader issues concerning the source of asymmetries observed in natural language: are these simply rooted in superficial asymmetries of language use ; or are they, at least in (...) part, directly encoded in linguistic knowledge and representations? In this paper we aim to make progress on these questions by exploring presupposition projection across conjunction, which has traditionally been taken as a central piece of evidence that presupposition filtering is asymmetric in general. As a number of authors have recently pointed out, however, the evidence which has typically been used to support this conclusion is muddied by independent issues concerning redundancy; additional concerns have to do with the possibility of local accommodation. We report on a series of experiments, building on previous work by Chemla and Schlenker :177–226, 2012. https://doi.org/10.1007/s11050-012-9080-7) and Schwarz Experimental perspectives on presuppositions, Springer, Cham, 2015), using inference and acceptability tasks, which aim to control for both of these potential confounds. In our results, we find strong evidence for left-to-right filtering across conjunctions, but no evidence for right-to-left filtering—even when right-to-left filtering would, if available, rescue an otherwise unacceptable sentence. These results suggest that presupposition filtering across conjunction is asymmetric, contra suggestions in the recent literature :157–212, 2008a. https://doi.org/10.1515/THLI.2008.013, 2009 a.o.), and pave the way for the investigation of further questions about the nature of this asymmetry and presupposition projection more generally. Our results also have broader implications for the study of presupposition: we find important differences in the verdicts of acceptability versus inference tasks in testing for projected content, which has both methodological ramifications for the question of how to distinguish presupposed content, and theoretical repercussions for understanding the nature of projection and presuppositions more generally. (shrink)

Objective: The field of clinical ethics is relatively new and expanding. Best practices in clinical ethics against which one can benchmark performance have not been clearly articulated. The first step in developing benchmarks of clinical ethics services is to identify and understand current practices.Design and setting: Using a retrospective case study approach, the structure, activities, and resources of nine clinical ethics services in a large metropolitan centre are described, compared, and contrasted.Results: The data yielded a unique and detailed account of (...) the nature and scope of clinical ethics services across a spectrum of facilities. General themes emerged in four areas—variability, visibility, accountability, and complexity. There was a high degree of variability in the structures, activities, and resources across the clinical ethics services. Increasing visibility was identified as a significant challenge within organisations and externally. Although each service had a formal system for maintaining accountability and measuring performance, differences in the type, frequency, and content of reporting impacted service delivery. One of the most salient findings was the complexity inherent in the provision of clinical ethics services, which requires of clinical ethicists a broad and varied skill set and knowledge base. Benchmarks including the average number of consults/ethicist per year and the hospital beds/ethicist ratio are presented.Conclusion: The findings will be of interest to clinical ethicists locally, nationally, and internationally as they provide a preliminary framework from which further benchmarking measures and best practices in clinical ethics can be identified, developed, and evaluated. (shrink)

Intercultural philosophy is the name of a relatively young discipline that did not emerge in German-speaking universities until the 80s and 90s. Its goal is to establish dialogue and understanding between the diverse, often vastly heterogenous cultures to make a peaceful coexistence possible that became a necessity in the course of globalization. Cultures differ not only in respect of the religious, political and social, but also in the patterns of thinking and acting, i.e. in respect of logic, the conceptions of (...) time and space, causality or analogy etc. It cannot be assumed that there are universals of thought and action. Is it even possible to establish a dialogue under these conditions? Several theories need to be discussed: 1. In case that we assume with Gadamer that philosophy in content and form is a European project that evolved in the west, then true dialogue would only be possible under the same or similar cultural conditions, specifically under the assumption of a euro-centrism that must be imposed on all cultures if a dialogue should be possible. Habermas’ discourse theory too turns out to be a disguised euro-centrism that assumes equality of opportunity for all participants of discourse while relying on identical communicative, constative, representative and regulative speech acts that belong to western logic. 2. In case that we limit philosophy to questions of content that are for example already characteristic of children and not to questions of form that may be different in different cultures, then mutual understanding would not be entirely impossible, but difficult, since the contents would have to be translated into different verbal or averbal modes of explication, e.g. in the case of primitive cultures also into artistic, mimic, gestic modes of expression. In any case, intercultural philosophical understanding is a difficult project that has little to do with soapbox oratories of mutual understanding and the advent of uniform global peace. (shrink)

Photo ID 279661800 © Sidewaypics|Dreamstime.com ABSTRACT Decolonization is complex, vast, and the subject of an ongoing academic debate. While the many efforts to decolonize or dismantle the vestiges of colonialism that remain are laudable, they can also reinforce what they seek to end. For decolonization to be impactful, it must be done with epistemic and cultural humility, requiring decolonial scholars, project leaders, and well-meaning people to be more sensitive to those impacted by colonization and not regularly included in the discourse. (...) INTRODUCTION Decolonization is complex. To successfully achieve decolonization, projects should incorporate the voices of those subjugated or silenced. Including such voices requires sincerely exploring who has been affected by colonialism or neocolonialism and how, as well as cultural sensitivity. In its basic use, decolonization refers to countries under colonial rule gaining independence or freedom from forms of subjugation. Additionally, scholars use the term to refer to efforts to dismantle neocolonialism and vestiges of colonialism. The process includes de-silencing subjugated voices.[1] I use decolonization in the latter way to refer to countries with technical independence. While arguably colonization ended formally with independence from colonizing powers, neocolonialism is the indirect, informal, and sometimes subtle control of the people, their economy, and political life despite formal independence from colonizing authorities. I conceptualize neocolonialism as a system that involves direct and involuntary control of another’s political, economic, or social life, impacting their worldview and ways of encountering the world. Decolonization may target actions, places, or systems like health care or AI to overcome the ills of colonialism and neocolonialism. It also may target knowledge and require rethinking how people develop their knowledge base. For example, if people grew up seeing an outside colonizer as superior, they would need to change their knowledge of superiority. Decolonization may target power, for example, changing who owns and distributes COVID-19 vaccines and who distributors exclude in the distribution of vaccines. Decolonization could require looking at those disempowered in the distribution process. Additionally, decolonization may target autonomy of persons by freeing people, ensuring human and individual rights, and respecting cultural traditions. Decolonization projects that try to de-silence by including the voices of those affected by colonialism and neocolonialism must examine inclusiveness in the context of the culture of the subrogated individuals. Examples of decolonization projects include making datasets inclusive of diverse peoples and places, returning to traditional food and eating practices, making sure hospitals in developing countries are led by locals and respectful of cultural traditions, returning unethically obtained artefacts or objects. Another project would be laying the groundwork for equality in formerly colonized countries to ensure that business ownership, education, and financial success will flow fairly to those previously victimized by colonization. Summarily, there are many strategies for decolonizing. However, it is worth asking whether the strategies have risks that undermine the goal of decolonization. I. Understanding Decolonization Discourses Many fields, from AI to politics, economics, health care, aviation, and academia, discuss decolonization. The content of the discourse on decolonization depends on the region and field discussing it. Rather than just reporting on decolonization, the discussions may be calls to action. For example, decolonization discourses reflect activism for cognitive justice, such as equal consideration of Indian or African knowledge systems in global health discourses.[2] In politics and political science, some scholars frame decolonization as an anti-western, anti-colonial movement by Africans to emancipate Africa/ns from subjugation or shift the continent to postcolonialism and post-neo-colonialism. This framing walls off non-African participants and may undermine their capacity to benefit the conversation.[3] There are other political scientists who actively support decolonization and see it as a field of activism in support of anyone and countries where colonization harmed people and development.[4] The point is that two ways of conceptualizing decolonization in politics and political science are discernible. One conceptualization is less inclusive since it alienates scholars and professionals from Western, high-income, or developed countries. The other is more inclusive. In humanitarian studies, including philosophy, some decolonization articles and conversations are efforts to end the destructive force of colonization. They focus on either the form, such as ecocide, genocide, and many others, or the geographic location, such as Africa, Asia, Latin America, and Oceania.[5] Finally, the feelings one brings into this conversation can adversely impact how one engages in them and who they listen to or are willing to hear from. For example, anger, rage, bitterness, and hatred are emotions that are not uncommon in spaces of decolonization conversations. Decolonization conversations that originate from a place of negativity risk deepening the psychological state of victimhood and prevent people from disrupting constructively or critically engaging in the conversation.[6] II. Understanding Decolonization Strategies Decolonization strategies mainly aim to de-silence victims of domination or subjugation. People have proposed many strategies for decolonizing. These strategies may be informed by what the target is for decolonization. Decolonization can target power relations in global health. For example, during the COVID-19 pandemic, public health organizations noted the power imbalance in vaccine distribution. Decolonization could involve de-silencing those affected by neocolonialism to bring about a more balanced distribution of power and a more fair distribution of the vaccine. By analyzing who was adversely impacted by the distribution and who ought to wield power, those engaged in decolonizing advocated for positive change and equitable power relations. Equally, when being is the target of decolonization, the language of unlearning or relearning and mental decolonization take centre stage in the decolonization discourse. For example, the quest to decolonize colonized minds aims to demythologize African inferiority and Western superiority. Demythologizing African inferiority enables those engaged in the decolonization discourse to cultivate and foster African agency.[7] Finally, when knowledge production is the target of decolonization, scholars use inclusion and cognitive justice. For example, they try to alter the knowledge that underlies global health ethics.[8] “[D]decolonizing researchers aim to respectfully understand and integrate theory from Other(ed) perspectives, while also critically examining the underlying assumptions that inform their Western research framework.”[9] One common strategy that scholars use in decolonization is inclusion. It is worth asking, does including people who have been subrogated foster decolonization? Whether that is effective depends on whether included people are more heard or whether the strategies to include them create new forms of silencing. III. Inclusion and the Quest to Decolonize Evaluating how effective inclusion is in the quest to de-silence subjugated voices is important. First, inclusive strategies are not neutral. They are epistemically situated. This situatedness constrains meaning-making in different ways: how and what questions are asked, how social roles are constructed, organized or assigned, and who is admitted to the room where these conversations occur.[10] Inclusion strategies may reinforce (unchallenged) assumptions. For example, to address prejudices and stereotypes in global health images, Arsenii Alenichev and his colleagues[11] successfully inverted “one stereotypical global health image” by prompting a generative AI to produce “an image of a traditional Indian or African healer healing a White Child.” Although there were some problems with the image of the White child, this innovation is a significant, useful effort to de-embed or strip global health images of problematic pictures that mythologize White superiority and Black inferiority. Yet it is possible that using categories like traditional Indian or African reinforces unchallenged assumptions, raising key questions regarding how language and words create new stereotypes. It is common to define traditional as non-conventional, unorthodox, and informal. Yet studies continue to reveal that non-scientifically appraised healing approaches in India or Africa are not only effective but also real, meaningful, fundamental, and primary care-seeking behaviours in many communities in these regions.[12] Suppose inclusive strategies are not un-situated. These conversations may be had within the structures, language, and spaces built by or connected to colonialism. The spaces, language, places, and structures in which these conversations occur can limit who can participate and how they participate. Importantly, some conditions are not conducive to participation as equals. The allocated time for the discussion could also constrain how individuals express themselves. It is unclear who is ultimately heard. Furthermore, epistemic situatedness of inclusion can impact decolonization conversations when participants are beneficiaries of, products of, and trained by structures and systems they seek to dismantle. To enhance the decolonization project and its goals, a pressing task is to unveil and question how the circumstances may inhibit activism. If the vestiges of colonialism continue to structure the decolonization discourse invisibly, the vestiges may undermine decolonization. For example, a public health discussion that includes white Western doctors and Western pharmaceutical executives in Africa may have many local Africans at the table but could still effectively devalue their input based on built-in assumptions and biases that are vestiges of colonialism. Second, exclusion and inclusion are also not binary. Individuals may experience exclusion, even while included (the phenomenon called internal exclusion). In other words, inclusion can fail to be substantial or become a means of enhancing optics, “a way of (un)consciously weakening the radical claims being pursued.”[13] For example, in South Africa, many institutions have made significant efforts to diversify their faculties due to the promulgation of the Employment Equity Act 55.[14] The act requires South African institutions to implement employment equity that redresses the history of harmful discrimination in the country. The act further requires transforming departments and institutional administrations. Although many recognize and support the need to transform departments in South Africa, the rhetoric of transformation departs sharply from the lived experiences.[15] This misalignment between the plan and practice is evident in the underrepresentation of black people and females in senior management teams, professorships in many universities and health departments, and positions of power in some South African institutions. Those selected in the transformation of the departments have also complained of being overworked. The burden of extra work undermines their ability to develop agency and voice in the space they now occupy or fulfil key requirements that have implications for their career trajectory.[16] This is called the minority tax. Notably, "the minority tax… is the burden of extra responsibilities [placed] on faculty of colour to achieve diversity and inclusion and contributes to attrition and impedes academic promotion."[17] One challenge for decolonializing projects will be for decolonial scholars and those selected for decolonization objectives to have the humility to decline invitations, requests, roles, and platforms for which they are either unqualified or lack the capacity to fulfil. At its heart, decolonization strategies must empower those included rather than weaken them. Finally, inclusion can lead to a phenomenon known as elite capture.[18] Elite capture occurs when socially advantaged individuals in a group monopolize or exploit activism to their own benefit at the expense of the larger, struggling group. Elite capture weakens decolonization efforts from within, revealing that those likely to benefit from global inclusive efforts are those who fulfil globally constructed standards, those “already present in the room.” There is no better strategy to weaken decolonial movements than weakening the project from within by strategically positioning individuals who share physical properties with the victims of exclusion and silencing but intellectually, behaviourally, psychologically, and emotionally share more common ground with the colonizer. Such insiders may be unaware they are furthering neocolonial conditions rather than decolonizing. In relation to decolonization, particularly in global health, elite capture reveals that those whose voices are loudest in the room are not necessarily those more impacted by colonialism. They may benefit more from reinforcing colonialism. Opportunism weakens meaningful activism from within, preventing good initiatives and strategies from having their intended impact or taking substantive root.[19] This paper cannot do justice to elite capture, but it is worth noting its negative impacts. IV. Improving the Impact of Decolonization To end neo-colonialism, it is important to understand how it manifests and what to do at each level. Beyond the academic discourse, many tangible efforts exist to decolonize through de-silencing. Examples of these efforts include the ME2 movement that seeks to centre the concerns and experiences of sexually abused or harassed victims in the public discourse. At the funding level, many grant-awarding agencies like Wellcome Trust have dedicated huge budgets to studies that help them understand how they may have perpetrated colonialism or neocolonialism and what they can do differently going forward.[20] In South Africa, promulgating the Employment Equity Act 55 was a tangible attempt to entrench decolonization concerns in a country's regulatory framework. Yet, these decolonization efforts could fail to be substantive if they do not reflect cultural sensitivity. Two key components of cultural sensitivity are worth highlighting here: epistemic and cultural humility. Epistemic humility is an intellectual virtue described as knowing one’s limitations and the limitations of the learning methods employed. At its simplest, it is the ability to admit when one is wrong. Cultural humility includes genuine attempts to learn about and embrace other cultures. Epistemic and cultural humility are signs of academic excellence and strength. Epistemic and cultural humility seriously acknowledge how the state of our knowledge, cognitive limitations, experiences, and backgrounds, while constraining us, also invite us to listen, learn, grow, and change. The limitations-owing account of epistemic and cultural humility suggests that “a person who is aware of her cognitive limitations and owns them is much better positioned to achieve such epistemic goods as true beliefs and understanding than someone who… simply has insight into the epistemic status of her beliefs.”[21] Epistemic and cultural humility may help prevent decolonization projects that unintentionally reinforce what they seek to dismantle. Epistemic humility calls on decolonizers to defer tasks for which they are not qualified to suitably qualified persons. Beyond this, humility supports brave scholarship that imagines and reimagines how featuring the same voices, faces, and perspectives possibly introduces new forms of domination or silencing. Cultural knowledge can lead to a more intentional way of seeking out the right people or a more diverse group than those frequently featured in decolonization conversations. This would give others more opportunities to navigate these spaces and should do so in ways that are familiar to them. One ought to be more sensitive to those who would ordinarily not be included in these conversations. Unless we radically and boldly reimagine these discussions, we risk alienating those most negatively impacted by neocolonialism. CONCLUSION Decolonization conversations are complex and the subject of academic debate. The strategies employed to decolonize can harm or help the victims of neo-colonialism. Inclusion of previously silenced individuals may not be enough to overcome the vestiges of colonialism, leading to a false inclusion, where those included feel excluded or contribute in ways reflecting their own biases and circumstances. Inclusion of an elite or people who do not truly represent the subjugated can lead to elite capture. For decolonization strategies to be impactful, for example, in the context of global health, project leaders and participants must engage in conversations employing epistemic and cultural humility. In many ways, epistemic and cultural humility can help us demythologize our assumptions of any cultural superiority or cognitive authority, allowing for diverse voices, cultures, and perspectives to emerge without domination. - [1] Caesar Atuire & Olivia Rutazibwa. 2021. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization [Online]. Available from: https://law.yale.edu/yls-today/news/african-reading-covid-19-pandemic-and-stakes-decolonization [Accessed July 29, 2021 2021]. [2] Bridget Pratt & Jantina De Vries 2023. Where is knowledge from the Global South? An account of epistemic justice for a global bioethics. Journal of Medical Ethics, medethics-2022-108291. [3] Anye-Nkwenti Nyamnjoh 2023. Is decolonisation Africanisation? The politics of belonging in the truly African university. Social Dynamics, 1-20. [4] Rianna Oelofsen 2015. Decolonisation of the African mind and intellectual landscape. Phronimon, 16, 130-146. [5] Caesar Atuire & Olivia Rutazibwa. 2021. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization [Online]. Available from: https://law.yale.edu/yls-today/news/african-reading-covid-19-pandemic-and-stakes-decolonization [Accessed July 29, 2021 2021]. [6] Pedro Alexis Tabensky 2008. The Postcolonial Heart of African Philosophy. South African Journal of Philosophy, 27, 285-295. [7] Nicholas M. Creary 2012. African Intellectuals and Decolonization, Ohio, Ohio University Press. [8] Bridget Pratt & Jantina De Vries 2023. Where is knowledge from the Global South? An account of epistemic justice for a global bioethics. Journal of Medical Ethics, medethics-2022-108291. [9] Vivetha Thambinathan & Elizabeth Anne Kinsella 2021. Decolonizing Methodologies in Qualitative Research: Creating Spaces for Transformative Praxis. International Journal of Qualitative Methods, 20, 16094069211014766. [10] Abimbola Seye 2023. Knowledge from the global South is in the global South. Journal of Medical Ethics, 49, 337. [11] A. Alenichev, P. Kingori & K. P. Grietens 2023. Reflections before the storm: the AI reproduction of biased imagery in global health visuals. Lancet Glob Health. [12] Jonathan K. Burns & Andrew Tomita 2015. Traditional and religious healers in the pathway to care for people with mental disorders in Africa: a systematic review and meta-analysis. Social Psychiatry and Psychiatric Epidemiology, 50, 867-877. [13] Anye-Nkwenti Nyamnjoh & Cornelius Ewuoso 2023. What type of inclusion does epistemic injustice require? Journal of Medical Ethics, jme-2023-109091. [14] 1998. Employment Equity Act. In: GOVERNMENT, S. A. (ed.) 19370. [15] Dina Zoe Belluigi & Gladman Thondhlana 2019. ‘Why mouth all the pieties?’ Black and women academics’ revelations about discourses of ‘transformation’ at an historically white South African university. Higher Education, 78, 947-963. [16] Juliet Ramohai & Khomotso Marumo 2016. Women in Senior Positions in South African Higher Education: A Reflection on Voice and Agency. 231, 135-157. [17] J. Trejo 2020. The burden of service for faculty of color to achieve diversity and inclusion: the minority tax. Mol Biol Cell, 31, 2752-2754. [18] Olufemi Taiwo 2020. Being-in-the-Room Privilege: Elite Capture and Epistemic Deference. The Philosopher, 108, 7. [19] Margarita Kurbatova & Elena Kagan 2016. Opportunism of University Lecturers As a Way to Adaptate the External Control Activities Strengthening. Journal of Institutional Studies, 8, 116-136. [20] Jeremy Farrar. 2022. An update on Wellcome's anti-racist programme. An update on Wellcome's anti-racist programme [Online]. Available from: https://wellcome.org/news/update-wellcomes-anti-racism-programme [Accessed August 10, 2022 2022]. [21] Katherine Dormandy 2018. Does Epistemic Humility Threaten Religious Beliefs? Journal of Psychology and Theology, 46, 292-304. (shrink)

The project in this essay will be to chart a naturalist theory of content for perceptual states, where the content is constituted by that state of the world picked out by a proposition telling us what it is that is believed, desired, etc. We will focus on the perceptual states of desire and vision, and only on contents involving physical objects. ;We will begin by doing an overview of some recent attempts to define function. We will consider a (...) treatment by Peter Godfrey-Smith, who looks at the "recent history" of an organism to determine the functions of its parts. We will end the section with a definition of function upon which we will base what follows. ;Then we investigate the nature of need, in order to get an eventual handle on desire. Desire states function to dispose behavior that fulfills unmet needs. We will pick out the state change which meets the need and extinguishes the desire as the proper object of the desire state D in question. ;Then we turn to the problems of determining content in visual states. We will look for how the visual system provides information which allows an organism to locate and re-locate an object in space over time. We will use David Marr's theory of vision as a basis for understanding the function of the visual system. We will pay particular attention to how the visual sytem's modules transform two-dimensional information into information about the relative depths and locations of objects in the world. ;Finally, material from Gareth Evans will help us investigate the role of the behavioral system in determining the content of perceptual states. What makes Marr's information information "about" depth and placement depends crucially upon how it is used in patterns of behavior to enhance fitness. This gives us a method of cashing out what it is to locate and re-locate an object without relying on an unexplained ability to represent. (shrink)

BackgroundThe UN Convention on the Rights of Persons with Disabilities, and the reformed guardianship law in Germany, require that persons with a disability, including people with dementia in Alzheimer’s disease (PwAD), are supported in making self-determined decisions. This support is achieved through communication. While content-related communication is a deficit of PwAD, relational aspects of communication are a resource. Research in supported decision-making (SDM) has investigated the effectiveness of different content-related support strategies for PwAD but has only succeeded in (...) improving understanding, which, although one criterion of capacity to consent, is not sufficient to ensure overall capacity to consent. The aim of the ‘spatial intervention study’ of the DECIDE project is to examine an innovative resource-oriented SDM approach that focuses on relational aspects. We hypothesise that talking to PwAD in their familiar home setting (as opposed to a clinical setting) will reduce the complexity of the decision-making process and enhance overall capacity to consent. MethodsPeople with a suspected or confirmed diagnosis of dementia in Alzheimer’s disease will be recruited from two memory clinics (N = 80). We will use a randomised crossover design to investigate the intervention effect of the decision-making place on capacity to consent. Besides reasoning capacity, which is part of overall capacity to consent and will be the primary outcome, various secondary outcomes (e.g., other aspects of capacity to consent, subjective task complexity, decisional conflict) and suspected moderating or mediating variables (e.g., meaning of home, demographic characteristics) will be assessed.DiscussionThe results of the study will be used to develop a new SDM strategy that is based on relational resources for PwAD. If a change in location achieves the anticipated improvement in capacity to consent, future research should focus on implementing this SDM strategy in a cost-effective manner in clinical practice.Trial registration: DRKS00030799. (shrink)

Publication date: 22 December 2020 Source: International Letters of Social and Humanistic Sciences Vol. 89 Author: Oleg Tarnopolsky, Marina Kabanova The article analyzes using Content and Language Integrated Learning for teaching one of the optional humanities disciplines to Ukrainian university students of different majors. The discipline discussed in the article as an example of using CLIL methodology is “The Fundamentals of Psychology and Pedagogy” and it is in the list of optional humanities subjects for the first-year students of Alfred (...) Nobel University in Dnipro, Ukraine. However, unlike the other optional humanities disciplines, the methodology underlying this course is based on teaching the subject in English, instead of Ukrainian, following the CLIL approach widely used in the European education but still little known in Ukraine. The purpose of the paper is to expose and analyze the original methodology developed that conditioned the specific structure of the relevant course, and the specific learning activities used in it. The essence of the developed CLIL theory-based methodology and its practical application are manifested through learning activities that include students’ mini-lectures/workshop-type presentations, brainstorming, case-studies, discussions, and a learning project with its results summarized in students’ essays, abstracts, and summaries written in English. The students collect the information required for completing their tasks not only from the teacher’s lectures and the recommended literature but also by way of doing extensive Internet-search on psychological and pedagogical sites in English. All this makes CLIL in the case under discussion experiential-interactive, blended, autonomous, and cooperative. As the result, students mostly self-construct their knowledge of the discipline by way of using the target language as the tool for such self-construction. This makes the elaborated course a clear-cut case of constructivism in CLIL pedagogy. Subject Classification Numbers: PACS 01.40.-d. (shrink)

What sort of thing is the mind? And how can such a thing at the same time - belong to the natural world, - represent the world, - give rise to our subjective experience, - and ground human knowledge? Content, Consciousness and Perception is an edited collection, comprising eleven new contributions to the philosophy of mind, written by some of the most promising young philosophers in the UK and Ireland. The book is arranged into three parts. Part I, Concepts (...) and Mental Content, which begins with an attack by Hans-Johann Glock on the representational theory of mind, addresses the nature of mental representation. Part II, Consciousness and the Metaphysics of Mind, concerns the prospects for a naturalistic metaphysics of the conscious mind. Finally, Part III, entitled Perception, pursues the project of giving a satisfactory philosophical account of perceptual experience. The book begins with an introductory essay by the editors, which provides an overview of the state of contemporary philosophy of mind, locating the articles to follow within that context. The individual chapters of Content, Consciousness and Perception are professional contributions to their respective areas, of interest to any philosopher of mind. The volume as a whole is ideal for non-specialists and students interested in getting to grips with the state of the art in contemporary philosophy of mind. -/- Praise for the book: 'If you want to know what the next but one generation of philosophers of mind are thinking about now, *Content, Consciousness and Perception * is a terrific place to look. This wide-ranging international collection is relevant to psychologists and cognitive scientists as well as philosophers.' Tim Williamson Wykeham Professor of Logic at Oxford University. (shrink)

The article considers the modern meaning of Kant’s doctrine of war. The author examines the context and content of the key provisions of Kant’s concept of perpetual peace. The author also reviews the ideological affinity between Kant and previous authors who proposed to build alliances of states as a means of preventing wars. It is noted that the French revolution and the wars caused by it, the peace treaty between France and Prussia served as the historical background for the (...) conceptualization of Kant’s project. In the second half of the 20th century, there is a growing attention to Kant’s ethical and political philosophy. Theorists of a wide variety of political and ethical schools, pay attention to Kant’s legacy and relate their own concepts to it. Kant’s idea of war is reconsidered by Michael Doyle, Jürgen Habermas, Ulrich Beck, Mary Kaldor, Brian Orend. Thus, Doyle tracks democratic peace theory back to Kant’s idea of the spread of republicanism. According to democratic peace theory, liberal democracies do not solve conflict among themselves by non-military methods. Habermas, Beck, Kaldor appreciate Kant as a key proponent of cosmopolitanism. For them, Kant’s project is important due to notion of supranational forms of cooperation. They share an understanding that peace will be promoted by an allied authority, which will be “governing without government” and will take responsibility for the functioning of the principles of pacification of international relations. Orend’s proves that Kant should be considered as a proponent of the just war theory. In addition, Orend develops a new area in just war theory – the concept of ius post bellum – and justifies regime change as the goal of just war. (shrink)

Media service to the corporate sector is reflexive: the media are major corporations. Like others, they sell a product to a market: the product is audiences and the market is other businesses (advertisers). It would be surprising indeed if the choice and shaping of media content did not reflect the interests and preferences of the sellers and buyers, and the business world generally. Even apart from the natural tendency to support state power, the linkage of the corporate sector and (...) the state is so close that convergence of interests on major issues is the norm. The status of audiences is more ambiguous. The product must be available for sale; people must be induced to look at the advertisements. But beyond this common ground, divisions arise. (shrink)

. A special thematic issue in the Journal Anthropological Measurements of Philosophical Research devoted to gender content is analyzed. The focus of the review is on new directions of thought and practical realization of gender justice. Prospects for further development of the mentioned topic are determined.

Higher education has become more student-centered as the Bologna process assigns students more time to study and research. Online teaching has been needed during the pandemic, which can be challenging regarding didactic and assessment. This paper analyzes project-based learning (PBL) as a form of teaching and assessing students in a bioethics course on reproductive ethics. The team project was the final assessment of the Faculty of Bioethics core curriculum course, "Bioethics, Technology and Procreation,” offered to two student groups in the (...) 2019–2020 school year. The analysis of the results of PBL is descriptive qualitative with semi-quantitative data from student feedback. Forty students were presented with a detailed methodology of team projects and were encouraged to form teams of 3 to 5. They need to develop a team project with creativity and pastoral sensibility that will communicate the content assimilated in class to a selected target audience, with adequate means to measure the impact of their project on their target. Thirty-eight students formed ten teams and presented ten projects. Each team had 2–4 encounters with the professor and 6–10 encounters among team members. Six of the ten projects were categorized as didactic, three mediatic, one didactic-mediatic and 0 artistic. The grades of this final assignment ranged from 7 to 10, with an average of 8.7 out of 10. The survey feedback demonstrated high satisfaction, as students discovered new values in teamwork and pastoral applications. However, this innovation can be more time-consuming for the professor and the students, requiring more significant time management, teamwork and communication competency. (shrink)

The present paper was written as a contribution to ongoing methodological debates within the NCC project. We focus on the neural correlates of conscious perceptual episodes. Our claim is that the NCC notion, as applied to conscious perceptual episodes, needs to be reconceptualized. It mixes together the processing related to the perceived contents and the neural substrate of consciousness proper, i.e. mechanisms making the perceptual contents conscious. We thus propose that the perceptual NCC be divided into two constitutive subnotions. The (...) main theoretical idea that emerges as a consequence of this reconceptualization is that the neural correlate of a perceptual episode is formed in the neural interaction between content-processing and consciousness-conferring mechanisms. The paper elaborates this distinction, marshals some initial arguments in its favour, and tests it against some of the most debated theories of consciousness. (shrink)

This paper evaluates the content of the syllabi of postgraduate courses on public health ethics within accredited schools and programs of public health in the United States in order to gain an awareness of the topics addressed within these courses. Methods: Data was gathered via the analysis of syllabi of courses on PHE. In 2012, information was requested by e-mail from the 48 schools and 86 PH programs accredited by the U.S. Council on Education for Public Health for 2012. (...) The “Epidemiology and PHE Syllabi” project of the University of Miami also was consulted. A table of topics was drawn up in order to carry out content analysis of the documents. Results: Data was obtained from 25 schools and 36 accredited programs ; 36 syllabi were gathered and 75 different topics were found. Of these, 38 topics were addressed in six or more syllabi and can be grouped as follows: foundations of PHE; autonomy and its limits; infectious disease control; justice; research ethics; health education and promotion; environmental and occupational health; screening; genetics; privacy and confidentiality; and community-based practice and vulnerable populations. Conclusions: The analyzed syllabi show high variability in curricular content. The debate with regard to whether a core curriculum on PHE should be established is ongoing. The results of this work might be of interest for schools and programs of PH in other countries or regions of the world in order to develop or ameliorate their own PHE syllabi. (shrink)

In this paper I will investigate the possibility of completing a Positivist style account of demarcation. One reason for pursuing this project is that standard criticisms of Positivism do not have the bite against the demarcation project that they are often assumed to have. To argue this will be the burden of the first part of this paper. The other reason is that new research in logic has provided machinery not available to the Positivists; machinery that shows promise for solving (...) some of the technical problems faced by Positivists' account of demarcation. To argue this will be the burden of the second part of this paper. (shrink)

More than two hundred years after its publication, David Hume's Enquiry Concerning the Principles of Morals is still widely regarded as either a footnote to the more philosophically interesting third book of the Treatise, or an abbreviated, more stylish, version of that earlier work. These standard interpretations are rather difficult to square with Hume's own assessment of the second Enquiry. Are we to think that Hume called the EPM “incomparably the best” of all his writings only because he preferred that (...) later style of exposition? Or worse, should we take his preference for the second Enquiry as a sign of aging literary vanity? Does Hume's stated preference for the EPM in no way speak to its philosophical content? (shrink)

While there is an extensive subfield in sociology studying the sources, content, and consequences of collective memory, the study of future projections has been much more fragmentary. In part, this has to do with the challenge of measurement; how do you measure something that has not happened yet? In this article, I argue that future projections can be studied via their externalizations in attitudes, narratives, performance, and material forms. They are particularly evident in what I call “sites of hyperprojectivity,” (...) that is, sites of heightened, future-oriented public debate about possible futures. As a pilot project, I examine contending narratives about possible futures in the online documents of the United Nations Conference on Sustainable Development and the accompanying “People’s Summit,” held in Rio de Janeiro in June 2012. I propose a framework for studying how public interventions into debates about “sustainable futures” and the “green economy” differ on various dimensions of projectivity, including their temporal reach, attention to contingency and causality, and network mapping of future actors. I present a preliminary analysis at the level of narrative and grammar, by analyzing the use of predictive, imperative, and subjunctive verb forms in both programmatic and oppositional texts. I close with a discussion of how different genres of future projection might be put to analytical use in studying processes of interest to social scientists, such as coalition formation, institution building, political mobilization, and policy change. (shrink)

Aristotle’s notoriously difficult Metaphysics Ζ, which investigates substance, has been the subject of intense debate in the past twenty years. Myles Burnyeat’s Map of Metaphysics Zeta is a ground-breaking intervention in that discussion. Burnyeat examines the overall shape of Ζ, particularly the signposts that structure the argument and link it to the larger project of First Philosophy in Metaphysics, as well as to the Organon. On his approach, to understand what Ζ says, we must first attend to how the issues (...) are addressed and why they are addressed in that way. The result is a book that challenges cherished assumptions and forces the rethinking of Ζ from several new perspectives. (shrink)

In order to improve the quality of teaching social sciences, since 2022, a number of conferences and seminars have been held in leading universities. The discussion centered on the teaching methodology and content of the newly introduced course “Fundamentals of Russian Statehood”. The deepest and most open involvement of teaching and research community in this work will be able to contribute to the development of Russian socio-political knowledge, domestic scientific schools and research centers.

In On the Content and Object of Presentations, Kasimir Twardowski presents an interesting line of thought concerning the content of a presentation and its relation to the object of that presentation. This way of thinking about content is valuable for understanding phenomenal intentionality, and it should also be important for the project of “naturalizing” the mental (or at least for discovering the neural correlates of the phenomenal). According to this view, content is that by virtue of (...) which a presentation of an object presents a certain object and no other. In the cases in which an object is presented as simple, there is nothing more that can be said about the relation of content and object. It is sui generis: the relation of content to an object by virtue of which it presents that object. Further, the content of a presentation is never itself directly presented. The content can only be gotten at indirectly, as the content by which such and such object is presented. Where the presented object is complex—as is of course the normal case—a lot that is useful can be said about the structure of the content. In this paper, I lay out Twardowski's theory of the content of presentations. Since the business of content is to present its object, I briefly present the basics of Twardowski's mereology of objects. (shrink)

At The promotion of international exchange of ideas can immensely contribute to the enhancement of global peace and mutual understanding because it provides one community an opportunity to know and thereby respect to the thoughts and ideas, values and belief systems of others, as well pragmatically apply those ideas and values in different social and cultural locations. This is particularly important to the intellectuals of the non-western space because on the one hand, postcolonial theoretical orientation has taught us to resist (...) the strategic mindsets embedded in western systems of thought; on the other hand, we have a need to know and learn them not only to properly resist them but also to pay reverence to the humanistic contents and beauty of western humanities and toabsorb them in order to create and enrich our own humanities. (shrink)

Spin is a fundamental and distinctive property of the electron, having far-reaching implications. Yet its purely formal treatment often blurs the physical content and meaning of the spin operator and associated observables. In this work we propose to advance in disclosing the meaning behind the formalism, by first recalling some basic facts about the one-particle spin operator. Consistently informed by and in line with the quantum formalism, we then proceed to analyse in detail the spin projection operator correlation function (...) \=\left\langle \left \left \right\rangle \) for the bipartite singlet state, and show it to be amenable to an unequivocal probabilistic reading. In particular, the calculation of \\) entails a partitioning of the probability space, which is dependent on the directions \.\) The derivation of the CHSH- or other Bell-type inequalities, on the other hand, does not consider such partitioning. This observation puts into question the applicability of Bell-type inequalities to the bipartite singlet spin state. (shrink)