The Department of Speculative Facts connects two seemingly contradictory approaches: Speculation which attempts to think and act beyond existing knowledge and structures, and fact-checkers in search for a solid consensus on which our reality can be built. When stretching knowledge and speculating with fiction, what sense of responsibility is needed in times of democratized opinions and fake news? Learning from the other SF--Science Fiction--we think of speculation through facts, and facts through speculation, to situate truth culturally. The backbone of this (...) book is an e-mail exchange between two fact-checkers from the New York Times Magazine, which we handed over to artists to re-write, re-perform, and re-design. The publication includes the original letters, workshop scripts, as well as additional texts by philosophers, journalists, writers, and artists looking at new social contracts, with which we can anchor ourselves in the present. (shrink)

Contemporary art can be a powerful pedagogical tool in the health humanities. Students in an undergraduate course in the health humanities explore the subjective experience of illness and develop their empathy by studying three artists in the context of the AIDS epidemic: Keith Haring, Felix Gonzalez-Torres, and Wolfgang Tillmans. Using assignments based in narrative pedagogy, students expand their empathic response to pain and suffering. The role of visual art in health humanities pedagogy is discussed.

Wolfgang Welsch examines global aestheticization phenomena, probes the relationship of aesthetics and ethics, and considers the broad relevance of aesthetics for contemporary thinking. He argues that modes of thought familiar from the aesthetic realm comprise fundamental paradigms for understanding todayÆs reality. The implications for specific and everyday issues are demonstrated in studies of architecture, advertising, the Internet, and our perception of the life world. Surgically precise, innovative, and, above all, relevant, this book is an essential resource, providing the analysis (...) of contemporary culture with philosophical bite. Aesthetics is to transcend itself, address the whole realm of aethesis, and hence enable orientation in the contemporary condition. Undoing aesthetics means releasing it from old cultural binds and giving it new ties with the future. (shrink)

We argue that Wittgenstein’s philosophical perspective on Gödel’s most famous theorem is even more radical than has commonly been assumed. Wittgenstein shows in detail that there is no way that the Gödelian construct of a string of signs could be assigned a useful function within (ordinary) mathematics. — The focus is on Appendix III to Part I of Remarks on the Foundations of Mathematics. The present reading highlights the exceptional importance of this particular set of remarks and, more specifically, emphasises (...) its refined composition and rigorous internal structure. (shrink)

This book is about the interrelationship between nature, semiosis, metarepresentation and (self-)consciousness, and the role played by metarepresentation in ...

Fictional realism is the view that creatures of fiction exist. Mythical realism is the view that creatures of myth and mistaken theories exist. Call the combined view “Ecumenical Realism.” We critically evaluate three arguments for Ecumenical Realism and argue they are unsound because fictional storytelling differs from mistaken theorizing in important ways. We think these considerations support a more conservative view, “Sectarian Realism,” which results from subtracting “creatures of mistaken theorizing” from Ecumenical Realism. We close by considering an important challenge (...) to Sectarian Realism involving immigrants in fiction. (shrink)

The book demonstrates for the first time that transculturality – the mixed constitution of cultures – is by no means only a characteristic of the present, but has de facto determined the composition of cultures since time immemorial. This is demonstated using examples from the arts across all cultures and continents.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 102-125 [Access article in PDF] Towards an Ecology of Music Education June Boyce-Tillman King Alfred's College, England Western culture has developed a concept of knowledge as divided into discrete categories, which are reflected in the disconnected subjects of our school curricula and the titles of our university faculties. However, music should be intimately bound up with the wider curriculum, particularly in the (...) areas of personal, social, cultural, moral, and spiritual education. From an examination of the values that are implicit in the musical traditions that dominate music education in Western culture, in this paper I will set out some pointers towards a more ecological understanding of music education, drawing on experiences I have had with music and music education in a variety of settings. I will examine how musicology has concentrated only on certain aspects of the musical experience, ignoring areas such as expressive character, value systems, and spirituality, which are the areas that link the musical experience to the fabric of life as lived beyond the confines of the classroom and academe. This paper seeks to re-establish a notion of connectedness both within the musical experience and also beyond it and through it to other areas of knowledge and understanding. For this I have adopted the term "ecology." To explicate this notion of ecology, I have developed a model which incorporates the values that are both usually associated with Western culture and are subjugated by it, drawing on the experience of music itself. [End Page 102] Ways of Knowing The first of these models deals with the social construction of knowledge. Stan Gooch defines two systems of thought embodied in various cultures in the world. He identifies the favored characteristics of one system (Type A) as activity leading to products; objectivity; impersonal logic; thinking and thought; detachment; and discrete categories of knowledge that are based on proof and scientific evidence. The other system (Type B) favors being; subjectivity; personal feeling; emotion; magic; involvement; associative ways of knowing; and belief and non-causal knowledge.1Gooch suggests that the Western world has chosen to value the first of these systems and neglect the other. This is done by a process of devaluation that can be carried out in various ways. In the Western media this devaluation can be manifested as public ridicule or by simply ignoring those events that reflect Type B values. Community-building activities based on associative ways of knowing and acknowledgement of people's feelings and sensibilities are not reported, while a considerable amount of space is given to the essentially dehumanizing practices of warfare and the dissociative practices of violence and crime. For example, reports and articles on holistic, associative approaches to health based on belief systems that defy rational explanation often end with throw-away comments like "If you believe that, then you will believe anything!" Public figures sometimes indulge in similar practices in their pronouncements by initiating policies to outlaw health practices that cannot be supported by scientific methodologies and appealing to the grounds of public safety. People who wish to embrace the values of Type B can easily be pathologized or criminalized as the dominant culture seeks to reinforce the validity of its Type A values. Academic, medical, psychological, and even sociological research concentrates on so-called objective methodologies associated with scientific ways of knowing and the use of numbers in some shape or form. Qualitative methodologies that collect people's stories are often regarded with suspicion because of the alleged subjectivity of the approach.So the values of Type B have become hidden or repressed by Western culture. I have therefore called the ways of knowing that characterize Type B "subjugated ways of knowing,"2 following the work of Michel Foucault and his notion of subjugated knowledges.3 This paper will concentrate on how the ideas of the subjugated ways of knowing can be used to understand where we are in music education, drawing on my experience in the UK. I shall look at ways of bringing the two ways of knowing-Type A and... (shrink)

In recent work, Peter Hanks and Scott Soames argue that propositions are types whose tokens are acts, states, or events. Let’s call this view the type view. Hanks and Soames think that one of the virtues of the type view is that it allows them to explain why propositions have semantic properties. But, in this paper, we argue that their explanations aren’t satisfactory. In Section 2, we present the type view. In Section 3, we present one explanation—due to Hanks (2007, (...) 2011) and Soames (2010)—of why propositions have semantic properties. We criticize this first explanation in Section 4. In Section 5, we present another explanation—due to Soames (2104)—of why propositions have semantic properties. We criticize this second explanation in Section 6. (shrink)

In a series of recent publications, Jeffrey King (The nature and structure of content, 2007; Proc Aristot Soc 109(3):257–277, 2009; Philos Stud, 2012) argues for a view on which propositions are facts. He also argues against views on which propositions are set-theoretical objects, in part because such views face Benacerraf problems. In this paper, we argue that, when it comes to Benacerraf problems, King’s view doesn’t fare any better than its set-theoretical rivals do. Finally, we argue that his view faces (...) a further Benacerraf problem, one that threatens to undercut his explanation of why propositions have truth-conditions. If correct, our arguments undercut King’s main motivation for accepting his view over its rivals. (shrink)

In Parts of Classes and "Mathematics is Megethology" David Lewis shows how the ideology of set membership can be dispensed with in favor of parthood and plural quantification. Lewis's theory has it that singletons are mereologically simple and leaves the relationship between a thing and its singleton unexplained. We show how, by exploiting Kit Fine's mereology, we can resolve Lewis's mysteries about the singleton relation and vindicate the claim that a thing is a part of its singleton.

Professional directives are unwavering: educational intimate exams should only ever occur with patients’ explicit consent. This article describes the current clinical, educational, and ethical landscape of educational pelvic examinations under anesthesia, underscores the imperative that these exams only ever occur with patients’ explicit consent, and offers accessible modifications to students’ involvement in these exams.

Zhu Xi’s 朱熹 interpretations systematized the Five Classics; moreover, he elevated the “Four Books” to such a supra-canonical status that these texts along with his commentaries became the core curriculum for civil service examinations from the early 13th century to the 20th century. Inquiring into what was the essential and unique Song 宋 character of Classical scholarship, we will highlight the canonical Ritual Classics because these texts were crucial for centuries, especially during the Han 漢 through Tang 唐 dynasties. We (...) show how Zhu updated ritual practices by focusing on the Yili 儀禮 as the crucial Classic for guidelines on etiquette, and also rebalanced the relation between rituals and moral “principles.” We will explore how Zhu’s systematization of moral principles and ritual did not fully resolve tensions from his major 11th-century philosophical predecessors regarding principles and ritual, as well as the Four Books and the Five Classics. Even if Dai Zhen’s 戴震 criticism of Zhu was somewhat misplaced or overstated, tensions within Zhu’s views provide us a basis for understanding Dai’s attacks and ambivalence among Qing 清 and 20th-century scholars toward Zhu Xi’s philosophy. (shrink)

Provides a comprehensive overview and introduction to the Routledge Handbook of Propositions.

Concentrating upon applications that are most relevant to modern physics, this valuable book surveys variational principles and examines their relationship to dynamics and quantum theory. Stressing the history and theory of these mathematical concepts rather than the mechanics, the authors provide many insights into the development of quantum mechanics and present much hard-to-find material in a remarkably lucid, compact form. After summarizing the historical background from Pythagoras to Francis Bacon, Professors Yourgrau and Mandelstram cover Fermat's principle of least time, the (...) principle of least action of Maupertuis, development of this principle by Euler and Lagrange, and the equations of Lagrange and Hamilton. Equipped by this thorough preparation to treat variational principles in general, they proceed to derive Hamilton's principle, the Hamilton-Jacobi equation, and Hamilton's canonical equations. An investigation of electrodynamics in Hamiltonian form covers next, followed by a resume of variational principles in classical dynamics. The authors then launch into an analysis of their most significant topics: the relation between variational principles and wave mechanics, and the principles of Feynman and Schwinger in quantum mechanics. Two concluding chapters extend the discussion to hydrodynamics and natural philosophy. Professional physicists, mathematicians, and advanced students with a strong mathematical background will find this stimulating volume invaluable reading. Extremely popular in its hardcover edition, this volume will find even wider appreciation in its first fine inexpensive paperbound edition. (shrink)

Aristotle's Categories can easily seem to be a statement of a naïve, pre-philosophical ontology, centered around ordinary items. Wolfgang-Rainer Mann argues that the treatise, in fact, presents a revolutionary metaphysical picture, one Aristotle arrives at by (implicitly) criticizing Plato and Plato's strange counterparts, the "Late-Learners" of the Sophist. As Mann shows, the Categories reflects Aristotle's discovery that ordinary items are things (objects with properties). Put most starkly, Mann contends that there were no things before Aristotle. The author's argument consists (...) of two main elements. First, a careful investigation of Plato which aims to make sense of the odd-sounding suggestion that things do not show up as things in his ontology. Secondly, an exposition of the theoretical apparatus Aristotle introduces in the Categories--an exposition which shows how Plato's and the Late-Learners' metaphysical pictures cannot help but seem inadequate in light of that apparatus. In doing so, Mann reveals that Aristotle's conception of things--now so engrained in Western thought as to seem a natural expression of common sense--was really a hard-won philosophical achievement. Clear, subtle, and rigorously argued, The Discovery of Things will reshape our understanding of some of Aristotle's--and Plato's--most basic ideas. (shrink)

A new approach to the historiography of the history of philosophy was first proposed near the end of the eighteenth century. It is useful to regard it as an alternative to two others, sometimes conceived of as exhausting the possibilities: a purely philosophical approach, and a purely historical one, both of which I consider in section I. The bulk of the paper is devoted to what I call "the modern historiography of the history of philosophy" . Its origins are closely (...) tied to the renewal of philology. Section III recounts the methodological innovations of the New Philology and their relevance for approaching texts--including philosophical ones--from the past. In section IV, I consider some moves made by early proponents of "modern historiography"--in particular their implicit demand for an internal rather than an external history of philosophy, that is, an account that allows us to understand how and why philosophy has changed through time, in terms of philosophical factors: how, for example, one set of philosophical considerations led to a certain view; how reflecting on that view led philosophers to perceive various difficulties, and to perceive philosophical responses to those difficulties, and so on. The goal is to exclude, to as great an extent as possible, external factors, that is, factors which are not themselves philosophical views or arguments. In section V, I turn to Christian A. Brandis whose methodological reflections and historiographical practice mark an enormous advance over his predecessors and even over some of his successors, like W. Jaeger. I conclude by arguing that some "philosophical" objections brought against the way of proceeding advocated by Brandis fail. In the course of describing this new approach and its origins, I hope also to make clear why it is more attractive than the two other possibilities briefly considered in section I. (shrink)

This chapter contains sections titled: The Gymnasium as a “School for Mankind” Altertumswissenschaft and the Fate of Classicism.

Somatic complementation by fusion of two mutant cells and mixing of their cytoplasms occurs when the genetic defect of one fusion partner is cured by the functional gene product provided by the other. We have found that complementation of mutational defects in the network mediating stimulus‐induced commitment and sporulation of Physarum polycephalum may reflect time‐dependent changes in the signaling state of its molecular building blocks. Network perturbation by fusion of mutant plasmodial cells in different states of activation, and the time‐resolved (...) analysis of somatic complementation effects can be used to systematically probe network structure and dynamics. Time‐resolved somatic complementation quantitatively detects regulatory interactions between the functional modules of a network, independent of their biochemical composition or subcellular localization, and without being limited to direct physical interactions. BioEssays 25:950–960, 2003. © 2003 Wiley Periodicals, Inc. (shrink)