The book explores the impact of manuscript remarks during the year 1929 on the development of Wittgenstein’s thought. Although its intention is to put the focus specifically on the manuscripts, the book is not purely exegetical. The contributors generate important new insights for understanding Wittgenstein’s philosophy and his place in the history of analytic philosophy. -/- Wittgenstein’s writings from the years 1929-1930 are valuable, not simply because they marked Wittgenstein’s return to academic philosophy after a seven-year absence, but because these (...) works indicate several changes in his philosophical thinking. The chapters in this volume clarify the significance of Wittgenstein’s return to philosophy in 1929. In Part 1, the contributors address different issues in the philosophy of mathematics, e.g. Wittgenstein's understanding of certain aspects of intuitionism and his commitment to verificationism, as well as his idea of "a new system". Part 2 examines Wittgenstein's philosophical development and his understanding of philosophical method. Here the contributors examine particular problems Wittgenstein dealt with in 1929, e.g. the colour-exclusion problem, and the use of thought experiments as well as his relationship to Frank Ramsey and philosophical pragmatism. Part 3 features essays on phenomenological language. These chapters address the role of spatial analogies and the structure of visual space. Finally, Part 4 includes one chapter on Wittgenstein’s few manuscript remarks about ethics and religion and relates it to his Lecture on Ethics. -/- Wittgenstein’s Philosophy in 1929 will be of great interest to scholars and advanced students working on Wittgenstein and the history of analytic philosophy. (shrink)

The book explores the impact of manuscript remarks during the year 1929 on the development of Wittgenstein's thought. Although its intention is to put the focus specifically on the manuscripts, the book is not purely exegetical. The contributors generate important new insights for understanding Wittgenstein's philosophy and his place in the history of analytic philosophy. Wittgenstein's writings from the years 1929-1930 are valuable, not simply because they marked Wittgenstein's return to academic philosophy after a seven-year absence, but because these works (...) indicate several changes in his philosophical thinking. The chapters in this volume clarify the significance of Wittgenstein's return to philosophy in 1929. In Part 1, the contributors address different issues in the philosophy of mathematics, e.g. Wittgenstein's understanding of certain aspects of intuitionism and his commitment to verificationism, as well as his idea of "a new system". Part 2 examines Wittgenstein's philosophical development and his understanding of philosophical method. Here the contributors examine particular problems Wittgenstein dealt with in 1929, e.g. the colour-exclusion problem, and the use of thought experiments as well as his relationship to Frank Ramsey and philosophical pragmatism. Part 3 features essays on phenomenological language. These chapters address the role of spatial analogies and the structure of visual space. Finally, Part 4 includes one chapter on Wittgenstein's few manuscript remarks about ethics and religion and relates it to his Lecture on Ethics. Wittgenstein's Philosophy in 1929 will be of great interest to scholars and advanced students working on Wittgenstein and the history of analytic philosophy. (shrink)

In this paper, I explore Wittgenstein’s conception of a hypothesis as articulated in Chapters XII and XXII of ‘Philosophical Remarks’. First, I argue that in Chapter XII, Wittgenstein draws on his account of infinity to begin to challenge the view that all hypotheses can be proven by empirical evidence. I then argue that in Chapter XXII that Wittgenstein sharpens this conception of hypotheses claiming that no hypotheses can be verified. Finally, I suggest that Wittgenstein’s conception of a hypothesis relates to (...) his practical view of how language functions. (shrink)

Praktische Gründe dienen uns Menschen dazu, unser Handeln verständlich zu machen. Philosophen sind fasziniert vom Wesen praktischer Gründe. Auf was für einen Gegenstand beziehen wir uns, wenn wir unser Handeln erklären? Sind praktische Gründe als psychologische Zustände der handelnden Person aufzufassen, etwa als deren Wünsche oder Überzeugungen? Oder sind sie identisch mit den sich in der Welt befindenden Tatsachen, also unabhängig vom Geist der Akteure? Verursachen Gründe unser Handeln? Diese und andere Fragen sind aktueller Gegenstand einer vielschichtigen Diskussion in der (...) analytisch geprägten Handlungstheorie. Dieses Buch bietet eine einschneidende Veränderung in der Sicht auf diese Fragen an. Überlegungen Wittgensteins folgend, werden praktische Gründe nicht als ontologischer Gegenstand, sondern als sprachliche Instrumente aufgefasst, die mit Funktionen und Zwecken verbunden sind. Auf diese Weise gelingt es, einen frischen Blick auf die normativen Bedingungen des Gebrauchs von Gründen, ihre Rolle in praktischen Überlegungsprozessen und ihre Bedeutung für die Motivation und Moral menschlichen Handelns in einer gemeinsam geteilten Praxis zu gewinnen. (shrink)

Developmental psychologists have argued for the view that understanding one’s own intentions and the intentions of others consists in the performance of a psychological mechanism and moreover that the ability to understand intentions depends on the ontogenetic development of this mechanism. In this paper, I refer to Michael Tomasello as the most notable proponent of this view and present arguments against it. I argue that understanding intentions results from social agreement in practice rather than from psychological processes transpiring in the (...) minds of intentional agents. In my defence, I will appeal to the later Wittgenstein, who expounds the view I proffer here. First, I shall expose the key differences in each of their views, particularly in terms of how the ability to understand intentions is related to language acquisition. In the second section, I employ an argument from Wittgenstein’s Philosophical Investigations to reject the claim that children in their first year of life develop an understanding of intentions ontogenetically. Finally, in the third section I argue that the understanding of an intention requires the ability to form an intention autonomously. In the process of forming an intention, the child creates its own understanding, namely one that is socially accepted if it is in agreement with established usage, customs, and institutions as part of everyday practice. On the basis of this view, I suggest that understanding intentions depends on the agreement of behaviour in certain practical contexts rather than as the accordance of mental states with a psychological mechanism. (shrink)

Logical Holism and Wittgenstein’s ‘Practical Turn’. – Logical holism is the idea that each elementary proposition belongs to a system and is logically connected to other propositions of that system. In this paper I explore this idea and draw its connections to the nature of negative propositions and the ‘problem of recognition’ on the basis of Wittgenstein’s Nachlass. In the first section I argue that in January 1930 the idea leads Wittgenstein to a better understanding of how the negative feature (...) is expressed in propositions, thereby raising the problem of recognition to which he is not yet able to find a proper solution. In the second section I explore how the problem still persists during Wittgenstein’s ‘practical turn’. What he now calls the ‘problem of representation’ forces him to change again his conception of propositions. In the final section I argue that this change is mainly due to the modification of his conception of hypotheses which urges a solution to the problem of representation, though the problem remains unsolved in January 1930. (shrink)

The idea that the function of language is its use is commonly ascribed to the Later Wittgenstein. In this paper, I argue that there is textual evidence already coming from the early manuscripts proving that Wittgenstein's philosophical development is culminating in the idea of function as use around 1929–30. I interpret a passage from Ms‐107 in order to show that Wittgenstein's practical turn has sources in different stages of his philosophical development, each of which is dominated by different ideas: the (...) idea of a picture theory; the idea of a phenomenological language and the idea of function as use. (shrink)

In this paper, I discuss whether the view that understanding is the ability to relate the use of an expression to a certain purpose leads to a theory of meaning as use. In particular, I investigate the view that a theory of meaning relies on the assumption that use is related to immanent purposes of language. I inquire whether it is possible to identify those purposes that seem essential for the use of language. Interpreting Wittgenstein, I argue that this idea (...) relies on a misunderstanding between purposes and effects. Single purposes are not to be conceived of as essential for the use of language. However, if we want to speak of an essential purpose of language, I argue, this purpose is to be conceived of as an end in itself. I draw the conclusion that the use of language is an end in itself rather than a means that fulfils essential purposes. (shrink)

The word ‘persuasion’ can be used in two different ways. It can either implicate a process of changing someone’s belief or action without any argumentative justification or, to the contrary, indicate that the changes are indeed a result of argumentative discourse. These two different uses are part of a conceptual development in the history of philosophy. Nowadays they are often placed in contrast to each other, whereby persuasion in philosophy as a non-argumentative act is taken as doubtful and even unsound. (...) In the following paper I argue that the two types of processes should not be conceived of as incompatible, taking some notes from Wittgenstein’s On Certainty as an argumentative source. I will show that persuading as a rational practice is based on the possibility of persuasion as a process of inculcation. These processes can help illuminate the notions of good grounds, reasons and persuasion. In contrast to the common perspective, I will show that they are actually the normal case regarding interaction between humans and thus fundamentally provide the possibility of an argumentative practice of giving and accepting reasons. I conclude that the primacy of argumentative persuasion in relation to inculcation needs to be reversed and the common understanding of human beings as genuine rational acting beings needs to be questioned. (shrink)

In this chapter I discuss Roger Trigg’s contribution to this volume on Wittgenstein, concepts, and human nature. Trigg shares many of the basic assumptions that form the methodological framework of cognitive science of religion (CSR) arguing that Wittgenstein’s later work shares common ground with presumptions, commitments, and accounts in cultural studies that are usually rejected by proponents of CSR. In particular, he challenges Wittgenstein’s notion of truth, that he sees under the threat of radical relativism. Against his view I argue (...) that Wittgenstein’s later philosophy never comes at the cost of losing the notion of objective truth. It rather demands a change in the conceptual framework that underlies the use of this notion of truth. In the first section I argue for the claim in terms of Wittgenstein’s development. In the second section I explore the social nature of meaning in the Later Wittgenstein, arguing, in the third section, that it does not commit us to radical relativism. Finally, I draw some conclusions from my argument for the studies of CSR. (shrink)

In Wittgenstein’s manuscripts dating from 1929 and 1930, there are a number of entries on the notion of probability. In this paper, I explore Wittgenstein’s manuscripts between October 1929 and March 1930 and demonstrate, first, that Wittgenstein completely rejects the assumption that probability statements are based on an a priori principle. Second, I argue that the standard interpretation, which claims that Wittgenstein adopts an ‘epistemological view’ of probability, significantly understates the importance of Wittgenstein’s development of the notion of hypotheses as (...) a philosophical term of art. (shrink)

Philosophy for Children has long been considered as crucial for children’s ethical and moral education and a decisive contribution for education for the democratic life. The book gathers contributions from experts in the field who reflect on fundamental issues on how childhood and ethics are interrelated within the P4C movement. The main interest of this volume is to offer an understanding of how different philosophical conceptions of childhood can be coordinated with different ethical and meta-ethical philosophical considerations in P4C addressing (...) topics such as P4C and relativism, P4C and Virtue ethics, ethics and emotions in P4C, philosophical commitments and P4C application, and Socratic practice within a pragmatist framework. A thought-provoking collection about how assumptions of particular philosophical conceptions of childhood modify moral and ethical education and a testimony of the undeniable contribution of P4C for moral education and reconceptualization of childhood. (shrink)

In the sparse literature that is concerned with Wittgenstein’s views regarding children and childhood, in his later work, it is often suggested that Wittgenstein presents, or at least is committed to, a romantic notion of the child according to which children should be conceived of as innocent beings who are ontologically different from adults. In this paper I argue that Wittgenstein’s remarks do not support such an interpretation. First, I investigate the arguments for this view presented by Stanley Cavell, Yasushi (...) Maruyama, and Philip Shields. Second, I consider an anti-essentialist understanding of Wittgenstein’s concept of childhood that has been suggested in opposition to the treatment of the child as the ‘ontological other’ and argue that Wittgenstein refers to the child as intermediate link with which to state grammatical facts. In contrast to these various views, I hold, third, that the PI is committed to a strong and substantial concept of childhood. I argue for this claim on the basis of the ‘Motto’ of the PI; Wittgenstein’s reference to the philosopher Augustine; and the use of ‘primitive’. I conclude that Wittgenstein’s concept of childhood in his later works neither romanticises nor dispraises the child as the ‘ontological other’. (shrink)

Journal of Philosophy of Education, Volume 56, Issue 2, Page 210-226, April 2022.

Wittgenstein's manuscript volumes from 1929: Reflections on the Chronology of MSS 105 – 107. In this paper I identify the evidence that might be used to establish a viable chronology for Wittgenstein’s writing of his manuscript volumes 105 – 107 and sections thereof. Since Wittgenstein omits to date his entries in these three 1929 volumes between February 15 and September 11, the evaluation of these different chronologies must remain somewhat speculative, but the justifications for each can, as I will show, (...) be revealingly compared. I also argue that such attempts at a genealogical appreciation of Wittgenstein’s remarks is not only worthwhile on its own terms but it also further paves the way for an increased understanding of Wittgenstein’s philosophy. I articulate and evaluate three possible chronologies for the year 1929 and argue for the one I take to be the most plausible. (shrink)

This paper offers an interpretation of Wittgenstein's remarks that discusses the meaning of being in practical agreement with a rule, arguing that Brandom misconstrues the idea undergirding Wittgenstein's remarks in terms of the relation between the pragmatic and normative aspects of language. First, I discuss Brandom's idea of normative pragmatism and Wittgenstein's remarks on rule-following in the Philosophical Investigations. I argue that Brandom enforces the picture of implicit rules as a salient solution for the problem of infinite regress regarding explicit (...) rules. Second, I compare both views and show that although Brandom takes his solution for a Wittgensteinian answer to the regress problem it is very likely that Wittgenstein's understanding of rule-following rather suggests a different view. Moreover, I explain why Brandom thinks that he cannot accept this view and why he offers an interpretation-based account instead which he thinks is underlying the agreement between rule and practice. Third, I criticize Brandom's account from a Wittgensteinian point of view arguing that what is underlying the agreement are so-called 'bedrock-practices' rather than mutual interpretations. (shrink)

Review of Wittgenstein’s Philosophy in 1929, edited by Florian Franken Figueiredo.

Advancing our understanding of one of the most influential 20th-century philosophers, Robert Vinten brings together an international line up of scholars to consider the relevance of Ludwig Wittgenstein's ideas to the cognitive science of religion. Wittgenstein's claims ranged from the rejection of the idea that psychology is a 'young science' in comparison to physics to challenges to scientistic and intellectualist accounts of religion in the work of past anthropologists. Chapters explore whether these remarks about psychology and religion undermine the frameworks (...) and practices of cognitive scientists of religion. Employing philosophical tools as well as drawing on case studies, contributions not only illuminate psychological experiments, anthropological observations and neurophysical research relevant to understanding religious phenomena, they allow cognitive scientists to either heed or clarify their position in relation to Wittgenstein's objections. By developing and responding to his criticisms, Wittgenstein and the Cognitive Science of Religion offers novel perspectives on his philosophy in relation to religion, human nature, and the mind. Contents: Introduction (Robert Vinten); Ch.1: 'Wittgenstein, Concepts, and Human Nature' (Roger Trigg); Ch.2: 'On Truth, Language, and Objectivity' (Florian Franken Figueiredo); Ch.3 'Pascal Boyer's Miscellany of Homunculi: A Wittgensteinian Critique of Religion Explained' (Robert Vinten); Ch.4 'The Brain Perceives/Infers' (Hans van Eyghen); Ch.5 'The Imaginary Inner Inside Cognitive Science of Religion' (Christopher Hoyt); Ch.6 'Cognitive Theories and Wittgenstein: Looking for Convergence not for Divergence' (Olympia Panagiotidou); Ch. 7 'Wittgenstein, Naturalism, and Interpreting Religious Phenomena' (Thomas Carroll); Ch.8 'Natural Thoughts and Unnatural Oughts: Lessing, Wittgenstein, and Contemporary CSR' (Guy Axtell); Ch.9 'Normative Cognition in Cognitive Science of Religion' (Mark Addis); Ch.10 'Brains as the Source of Being: Mind/Brain Focus and the Western Model of Mind in Dominant Cognitive Science Discourse' (Rita McNamara); Ch.11 'On Religious Practices as Multiscale Active Inference: Certainties Emerging From Recurrent Interactions Within and Across Individuals and Groups' (Inês Hipólito and Casper Hesp). (shrink)

According to tradition, logic is normative for reasoning. Gilbert Harman challenged the view that there is any straightforward connection between logical consequence and norms of reasoning. Authors including John MacFarlane and Hartry Field have sought to rehabilitate the traditional view. I argue that the debate is marred by a failure to distinguish three types of normative assessment, and hence three ways to understand the question of the normativity of logic. Logical principles might be thought to provide the reasoning agent with (...) first-personal directives; they might be thought to serve as third-personal evaluative standards; or they might underwrite our third-personal appraisals of others whereby we attribute praise and blame. I characterize the three normative functions in general terms and show how a failure to appreciate this threefold distinction has led disputants to talk past one another. I further show how the distinction encourages fruitful engagement with and, ultimately, resolution of the question. (shrink)

Logic, the tradition has it, is normative for reasoning. But is that really so? And if so, in what sense is logic normative for reasoning? As Gilbert Harman has reminded us, devising a logic and devising a theory of reasoning are two separate enterprises. Hence, logic's normative authority cannot reside in the fact that principles of logic just are norms of reasoning. Once we cease to identify the two, we are left with a gap. To bridge the gap one would (...) need to produce what John MacFarlane has appropriately called a bridge principle, i.e. a general principle articulating a substantive and systematic link between logical entailment and norms of reasoning. This is Harman's skeptical challenge. In this paper I argue that Harman's skeptical challenge can be met. I show how candidate bridge principles can be systematically generated and evaluated against a set of well‐motivated desiderata. Moreover, I argue that bridge principles advanced by MacFarlane himself and others, for all their merit, fail to address the problem originally set forth by Harman and so do not meet the skeptical challenge. Finally, I develop a bridge principle that meets Harman's requirements as well as being substantive. (shrink)

This book focuses on the financing of religions, examining some European church-state models, using a philosophical methodology. The work defends autonomy-based liberalism and elaborates how this liberalism can meet the requirements of liberal neutrality. The chapters also explore religious education and the financing of institutionalized religion. This volume collates the work of top scholars in the field. Starting from the idea that autonomy-based liberalism is an adequate framework for the requirement of liberal neutrality, the author elaborates why a liberal state (...) can support religions and how she should do this, without violating the principle of neutrality. Taking into account the principle of religious freedom and the separation of church and state, this work explores which criteria the state should take into account when she actively supports religions, faith-based schools and religious education. A number of concrete church-state models, including hands-off, religious accommodation and the state church are evaluated, and the book gives some recommendations in order to optimize those church-state models, where needed. Practitioners and scholars of politics, law, philosophy and education, especially religious education, will find this work of particular interest as it has useful guidelines on policies and practices, as well as studies of church-state models. (shrink)

Wann immer wir etwas sehen, horen, fuhlen oder riechen, erscheint uns etwas. Was aber bedeutet es, dass jemandem etwas erscheint? Was ist der mentale Zustand, in dem sich jemand befindet, wenn ihm etwas erscheint (der Zustand des Erscheinens)? Diese nur scheinbar harmlose Frage steht im Zentrum der vorliegenden Untersuchung. Die Antwort, die verteidigt wird, lautet: Zustande des Erscheinens sind ihrem Wesen nach transparent. D. h. in einem Zustand des Erscheinens sind dem Subjekt dieses Zustandes ausschliesslich die Gegenstande dieser Zustande prasent, (...) niemals aber das Subjekt oder der Zustand selbst (zumindest nicht als solche). Diese Antwort widerspricht einigen in der Philosophie des Geistes tief verwurzelten Auffassungen. Eine davon ist die Auffassung, das phanomenale Bewusstsein von Zustanden des Erscheinens bestunde in irgendeiner unmittelbaren Bekanntschaft mit eben diesen Zustanden. In Wahrheit, so wird argumentiert, hat das fragliche Bewusstsein eine auf die Welt gerichtete Struktur. Es ist nichts anderes als das Prasent-Sein von Gegenstanden in Zustanden des Erscheinens. Dieses Ergebnis hat bedeutende Konsequenzen. Es stellt insbesondere die klassische Taxonomie mentaler Zustande in Frage. Einerseits lasst sich die Unterscheidung von intentionalen und phanomenalen Eigenschaften nicht aufrechterhalten. Denn das phanomenale Bewusstsein von Zustanden des Erscheinens ist eine Art der Intentionalitat. Andererseits lasst sich die Einheit des Merkmals der Intentionalitat nicht aufrechterhalten. Denn die Intentionalitat von Zustanden des Erscheinens ist von grundsatzlich anderer Art als die Intentionalitat propositionaler Einstellungen. Es wird daher vorgeschlagen, nicht weiter zwischen intentionalen und phanomenalen Zustanden zu unterscheiden, sondern zwischen verschiedenen Arten intentionaler Zustande. (shrink)

John R. Searle is one of the world's leading philosophers. During his long and outstanding career, he has made groundbreaking and lasting contributions to the philosophy of language, to the philosophy of mind, as well as to the nature, structure, and functioning of social reality. This volume documents the 13th Munster Lectures on Philosophy with John R. Searle. It includes not only 11 critical papers on Searle s philosophy and Searle's replies to the papers, but also an original article by (...) John R. Searle on his overall philosophical enterprise entitled "The Basic Reality and the Human Reality." "I think Munster is probably unique among contemporary universities in its ability to produce such a high level of philosophical production from their philosophy students." - John R. Searle". (shrink)

This chapter provides a critical though comprehensive review of the empirical literature on the folk concept of intentional action. Recently, experimental evidence suggested that authors’ judgments about whether an action counts as intentional are sensitive to normative, or evaluative, factors. Evidence for the putative influence of such considerations on ascriptions of intentionality arises from the study of two phenomena, both discovered by Joshua Knobe, namely the Knobe effect and the skill effect. Knobe distinguishes between two kinds of evaluations: the judgment (...) that an action has led to a bad, or good, outcome, and the judgment that one deserves blame, or praise, for a given action. The skill effect and more notably the Knobe Effect are two puzzling phenomena that have drawn a lot of attention, sometimes at the expense of the bigger picture. The chapter also presents the implications for action theory. (shrink)

Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

Experimental philosophy has blossomed into a variety of philosophical fields including ethics, epistemology, metaphysics and philosophy of language. But there has been very little experimental philosophical research in the domain of philosophical aesthetics. Advances to Experimental Philosophy of Aesthetics introduces this burgeoning research field, presenting it both in its unity and diversity, and determining the nature and methods of an experimental philosophy of aesthetics. Addressing a wide variety of empirical claims that are of interest to philosophers and psychologists, a team (...) of authors from different disciplines tackle traditional and new problems in aesthetics, including the nature of aesthetic properties and norms, the possibility of aesthetic testimony, the role of emotions and moral judgment in art appreciation, the link between art and language, and the role of intuitions in philosophical aesthetics. Interacting with other disciplines such as moral psychology and linguistics, it demonstrates how philosophical aesthetics can integrate empirical methods and discover new ways of approaching core problems. Advances to Experimental Philosophy of Aesthetics is an important contribution to understanding aesthetics in the 21st century. (shrink)

Inequities shape the everyday experiences and life chances of individuals at the margins of societies and are often associated with lower health and particular challenges in accessing quality treatment and support. This fact is even more dramatic for those individuals who live at the nexus of different marginalized groups and thus may face multiple discrimination, stigma, and oppression. To address these multiple social and structural disadvantages, intersectional approaches have recently gained a foothold, especially in the public health field. This study (...) makes an empirically informed argument for the merits of increasing the use of intersectional frameworks in the mental health field. In the mental health field, the potential for greater attention to multiple unjustified disadvantages appears to be of particular importance, as many mental health service users already face stigma and discrimination because of their mental health issues and thus may benefit particularly frequently and far-reachingly from effective problem awareness about multiple disadvantages. Intersectional approaches may help address the complexity, interdependence, and mutual constitution of social inequalities better than previous approaches that examined only one category of sociostructural stratification. By helping to identify the needs of those at the greatest risk of poor health, intersectional frameworks and tools can contribute not only to better address the needs of multiple disadvantaged individuals with mental health issues but also to the promotion of equity in the field of mental health, contributing to the reduction of health disparities. (shrink)

One of the goals of computerized tutoring systems is to optimize the learning of facts. Over a hundred years of declarative memory research have identified two robust effects that can improve such systems: the spacing and the testing effect. By making optimal use of both and adjusting the system to the individual learner using cognitive models based on declarative memory theories, such systems consistently outperform traditional methods. This adjustment process is driven by a continuously updated estimate of the rate of (...) forgetting for each item and learner on the basis of the learner's accuracy and response time. In this study, we investigated to what extent these estimates of individual rates of forgetting are stable over time and across different materials. We demonstrate that they are stable over time but not across materials. Even though most theories of human declarative memory assume a single underlying rate of forgetting, we show that, in practice, it makes sense to assume different materials are forgotten at different rates. If a computerized, adaptive fact-learning system allowed different rates of forgetting for different materials, it could adapt to individual learners more readily. (shrink)

One of the goals of computerized tutoring systems is to optimize the learning of facts. Over a hundred years of declarative memory research have identified two robust effects that can improve such systems: the spacing and the testing effect. By making optimal use of both and adjusting the system to the individual learner using cognitive models based on declarative memory theories, such systems consistently outperform traditional methods (Van Rijn, Van Maanen, & Van Woudenberg, 2009). This adjustment process is driven by (...) a continuously updated estimate of the rate of forgetting for each item and learner on the basis of the learner's accuracy and response time. In this study, we investigated to what extent these estimates of individual rates of forgetting are stable over time and across different materials. We demonstrate that they are stable over time but not across materials. Even though most theories of human declarative memory assume a single underlying rate of forgetting, we show that, in practice, it makes sense to assume different materials are forgotten at different rates. If a computerized, adaptive fact‐learning system allowed different rates of forgetting for different materials, it could adapt to individual learners more readily. (shrink)

In this paper, I will argue that we need to consider the ‘change- makers’ if we want to provide a comprehensive theory of persistence. The classical theories of persistence, endurantism and perdurantism in all their flavours, are content with avoiding the looming contradiction in the context of Leibniz’s Law. They do not account for how change is brought about. I argue that this is not sufficient to constitute a theory of persistence and I will introduce produrantism as a new access (...) towards a comprehensive approach. (shrink)

Blank Verse é uma web série que retrata William Shakespeare e outras figuras históricas do período elisabetano reimaginados como estudantes e professores universitários nos dias atuais. Através de vídeos curtos e postagens em redes sociais, acompanhamos os personagens em suas jornadas como escritores iniciantes num contexto altamente mediado pela tecnologia. A mescla criativa de elementos históricos, biográficos e ficcionais provocaram as reflexões apresentadas neste artigo. A partir do pensamento de teóricos da literatura como Josefina Ludmer e Flora Süssekind; História, como (...) Pierre Nora e Hayden White; e Filosofia, tal qual Roland Barthes e Friedrich Nietzsche, este texto explora o desmantelamento das fronteiras entre verdade e ficção, real e virtual, todos eles produtos da mesma ferramenta: a linguagem.Palavras-chave: William Shakespeare. Literatura. História. Biografia. Ficção. (shrink)