Deep brain stimulation — a novel surgical procedure — is emerging as a treatment of last resort for people diagnosed with neuropsychiatric disorders such as severe obsessive-compulsive disorder. The US Food and Drug Administration granted a so-called humanitarian device exemption to allow patients to access this intervention, thereby removing the requirement for a clinical trial of the appropriate size and statistical power. Bypassing the rigors of such trials puts patients at risk, limits opportunities for scientific discovery, and gives device manufacturers (...) unique marketing opportunities. We argue that Congress and federal regulators should revisit the humanitarian device exemption to ensure that it is not used to sidestep careful research that can offer valuable data with appropriate patient safeguards. (shrink)

Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...) live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...) live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

Seit dem Beginn meines philosophischen Forschens vor vielen Jahren begleitet mich die Problematik von Vierfachstrukturen in den Philosophien der Menschheit. Während meine Aufmerksamkeit zunächst vor allem auf viergliedrige Aussagemuster gerichtet war - der schriftliche Niederschlag davon liegt als dickes Buch vor –, sah ich es, angeregt und bestätigt durch Funde von Materialien in Quellentexten, zunehmend als erforderlich an, die genannten Urteils- und Prädikationsformen bzw. -formeln im mir zunächst unerklärlichen Zusammenhang mit vier Elementen, und wie ich heute weiß, den vier Elementen (...) des sich selbst reflektierenden und auslegenden Verstandes zu bedenken. Ich habe mein geistiges Ringen um den Fragekomplex, der daraus erwächst, unter das Leitwort »Tetralogos« gestellt, wobei sich der Schwerpunkt allmählich hin zur Geistmetaphysik, einer in der modernen Gelehrtenwelt allgemein als veraltet angesehenen Disziplin, verschob. Die Antworten, die daraus erwachsen, sollen irgendwann in einem weiteren der bis zum zweiten Band realisierten Tetralogie meiner Hauptwerke zusammengefaßt werden. (shrink)

Seit dem Beginn meines philosophischen Forschens vor vielen Jahren begleitet mich die Problematik von Vierfachstrukturen in den Philosophien der Menschheit. Während meine Aufmerksamkeit zunächst vor allem auf viergliedrige Aussagemuster gerichtet war - der schriftliche Niederschlag davon liegt als dickes Buch vor –, sah ich es, angeregt und bestätigt durch Funde von Materialien in Quellentexten, zunehmend als erforderlich an, die genannten Urteils- und Prädikationsformen bzw. -formeln im mir zunächst unerklärlichen Zusammenhang mit vier Elementen, und wie ich heute weiß, den vier Elementen (...) des sich selbst reflektierenden und auslegenden Verstandes zu bedenken. Ich habe mein geistiges Ringen um den Fragekomplex, der daraus erwächst, unter das Leitwort »Tetralogos« gestellt, wobei sich der Schwerpunkt allmählich hin zur Geistmetaphysik, einer in der modernen Gelehrtenwelt allgemein als veraltet angesehenen Disziplin, verschob. Die Antworten, die daraus erwachsen, sollen irgendwann in einem weiteren der bis zum zweiten Band realisierten Tetralogie meiner Hauptwerke zusammengefaßt werden. (shrink)

Review of Manfred Kuehn's outstanding biography on Immanuel Kant. A critical point I raise concerns Kuehn's discussion of Kant's relation to Hume. Scholars are divided over the questions of (a) whether Hume was an actual inspiration for Kant’s Critical philosophy, (b) whether Kant’s defense really addresses Hume’s problem of causality, and, of course, (c) whether Kant’s arguments provide a satisfactory solution to the problem. Sometimes these questions are not clearly distinguished by interpreters, part of the reason Kant scholarship appears so (...) intractable to outsiders. While Kuehn’s answers to questions (a) and (b) appear to be ”Yes”, and while his reasons for the Yes to (a) are convincing, those for Yes to (b) are not; and (c) isn't addressed at all. (shrink)

I criticize Sacks' ambitious work on objectivity and its history in modern philosophy in three main regards: First, Sacks tends to oversimplify the different views of Descartes, Locke, and Hume, which are not all haunted in the same sense by a "subject-driven skepticism". Second, Kant's conception of objectivity isn't directed (primarily) at refuting external world skepticism. Third, Sacks assumes that it is clear what transcendental idealism is: a doctrine that asserts an ontological distinction between "appearances" and "things in themselves". This (...) ignores the deep interpretive and systematical discussions about this doctrine. In sum, the book lacks a proper historical diagnosis of where current notions of objectivity come from, or how our agenda has changed from those of early modern philosophers. (shrink)

The three papers published in this number of the Owl of Minerva provide a series of reflections upon the theme of Bildung in Hegel's philosophy. The first, by Jeffrey Reid, explores two contrasting conceptions of Bildung involved in the founding and earliest years of the University of Berlin. The first conception, espoused and developed by Fichte, Humboldt, and Schleiermacher treats Bildung as a spontaneous, natural instinct toward self-development, visible above all in the form of genius, attributed to individuals or to (...) nations. Reid connects this notion of Bildung in significant measure with the Sturm und Drang movement. Hegel opposed to it a very different conception of Bildung resting ultimately upon his distinction between nature and spirit. In Hegel's usage, Bildung refers to the process of development whereby the merely natural individual is transcended, raised to the level of spirit as a member of a moral community, or citizen of an ethical state. As Reid points out, these two conceptions of Bildung have conflicting implications for the role of the university, especially in relation to the state, and the choice between them remains a significant one today. (shrink)

Die traditionsreiche Reihe QUELLEN UND FORSCHUNGEN ZUR LITERATUR- UND KULTURGESCHICHTE, deren Ursprung auf das Jahr 1874 zur ckgeht, geh rt zum festen Bestand renommierter Publikationsforen der Deutschen Literaturwissenschaft. Von Ernst Osterkamp und Werner R cke an der Humboldt-Universit t zu Berlin herausgegeben, pr sentieren die QUELLEN UND FORSCHUNGEN hochwertige wissenschaftliche Arbeiten, die literarische Texte im Zusammenhang mit kulturhistorischen Ph nomenen, besonders auch mit den anderen K nsten, untersuchen. Philologische Studien mit transdisziplin rem Ansatz sind ausdr cklich erw nscht. Der Schwerpunkt (...) der Serie liegt auf der deutschen Literatur vom Mittelalter bis in die Gegenwart. Da die kulturgeschichtliche Ausrichtung der Reihe Aspekte interkultureller Erfahrung und nationaler Fremdwahrnehmung einbegreift, stehen die QUELLEN UND FORSCHUNGEN im Einzelfall aber auch komparatistischen Arbeiten offen. Ver ffentlicht werden Monographien, Dissertationen und Habilitationsschriften sowie thematisch geschlossene Sammelb nde. Die Ma st be f r die Aufnahme in die Reihe bilden wissenschaftliche Relevanz und Exzellenz in Methode und Darstellung. (shrink)

In the present paper some tools are given to state the exact number of roots for some simple classes of exponential terms . The result were obtained by generalizing Sturm's technique for real closed fields. Moreover for arbitrary non-zero terms t certain estimations concerning the location of roots of t are given. MSC: 03C65, 03C60, 12L12.

Translation from German to English by Daniel Fidel Ferrer -/- What Does it Mean to Orient Oneself in Thinking? -/- German title: "Was heißt: sich im Denken orientieren?" -/- Published: October 1786, Königsberg in Prussia, Germany. By Immanuel Kant (Born in 1724 and died in 1804) -/- Translation into English by Daniel Fidel Ferrer (March, 17, 2014). The day of Holi in India in 2014. -/- From 1774 to about 1800, there were three intense philosophical and theological controversies underway in (...) Germany, namely: Fragments Controversy, the Pantheism Controversy, and the Atheism Controversy. Kant’s essay translated here is Kant’s respond to the Pantheism Controversy. During this period (1770-1800), there was the Sturm und Drang (Storm and Urge (stress)) movement with thinkers like Johann Hamann, Johann Herder, Friedrich Schiller, and Johann Goethe; who were against the cultural movement of the Enlightenment (Aufklärung). Kant was on the side of Enlightenment (see his Answer the Question: What is Enlightenment? 1784). -/- What Does it Mean to Orient Oneself in Thinking? / By Immanuel Kant (1724-1804). [Was heißt: sich im Denken orientieren? English]. (shrink)

Pindar, geboren 522/518 v. Chr. bei Theben, hat Chorlyrik überwiegend religiösen Inhalts geschrieben: Hymnen, Paiane und Dithyramben, aber auch Mädchenlieder, Tanzlieder und Trauergesänge. Vollständig erhalten geblieben sind die vier Bücher Siegeslieder, die den strengen Stil mythischer Dichtung mit der Sprache der sportlichen Wettkämpfe verbinden. Mit dieser Verschränkung von aktuellem Anlass, mythischem Hintergrund, überlieferter Lebensweisheit und poetologischer Reflexion werden Spannungsbögen entworfen, die in der antiken wie in der modernen Lyrik einzigartig sind. Bereits in hellenistischer Zeit galt Pindar als der Lyriker schlechthin. (...) Nicht anders sahen ihn die Römer, wobei Horaz in seiner Ode 4,2 warnt, der Versuch, Pindar nachzuahmen, könne leicht wie der Flug des Ikaros mit einer Bruchlandung enden. In Deutschland beginnt die Wirkungsgeschichte mit Klopstock, reicht über Hölderlin und die Dichter des Sturm und Drang, wie den jungen Goethe, hin zu Nietzsche und den George-Kreis. Auch in der Lyrik Ezra Pounds sind Nachklänge der Oden Pindars unverkennbar. Die vorliegende Ausgabe der Siegeslieder bietet neben dem griechischen Text eine Übersetzung, deren Präzision es dem Kenner des Griechischen ermöglicht, sich in den Urtext einzulesen. Pindars Bildwelt wird exakt reproduziert, gewissermaßen "dokumentiert", in einer rhythmisierten Prosa, die eigenständig neben früheren Pindar-Verdeutschungen steht. Die sprachliche Struktur des Originals wird in ihrer harten Fügung bewahrt und nicht einer Umsetzung in das Gewohnte geopfert. Zugleich wird eine Annäherung an eine unserer Zeit gemäße Sprachform erreicht, die dem literarisch Interessierten den Zugang zu Pindar entschließt. Eingehende Analyse zur Deutung und zur Wirkungsgeschichte können zu einem vertieften Verständnis führen. (shrink)

Transplantation is a medically successful and cost-effective way to treat people whose organs have failed--but not enough organs are available to meet demand. T. M. Wilkinson explores the major ethical problems raised by policies for acquiring organs. Key topics include the rights of the dead, the role of the family, and the sale of organs.

A very clear and powerfully argued defence of a most important and surprisingly neglected view."--Derek Parfit, All Souls College, Oxford. "If Dr. Olson is right, we are living animals and what goes on in our minds is wholly irrelevant to questions about our persistence through time....[Should] transform philosophical thinking about personal identity."--Peter van Inwagen, University of Notre Dame.

Though it enjoys widespread support, the claim that perceptual experiences possess nonconceptual content has been vigorously disputed in the recent literature by those who argue that the content of perceptual experience must be conceptual content. Nonconceptualism and conceptualism are often assumed to be well-defined theoretical approaches that each constitute unitary claims about the contents of experience. In this paper I try to show that this implicit assumption is mistaken, and what consequences this has for the debate about perceptual experience. I (...) distinguish between two different ways that nonconceptualist (and conceptualist) proposals about perceptual content can be understood: as claims about the constituents that compose perceptual contents or as claims about whether a subject. (shrink)

Neuroscience cannot and should not be allowed to replace normative questions with scientific onesOver the past few years considerable attention has been paid to a variety of issues that are now placed collectively under the heading of “Neuroethics”. In both the academic and the popular press there have been discussions about the possibilities and problems offered by cognitive enhancement and neuroimaging as well as debate about the implications of these emerging “neurotechnologies” for morality and the law. This issue of the (...) journal contains eight papers that discuss a broad range of important topics in neuroethics, from cognitive enhancement and the moral status of animals and cyborgs, to the challenges of neurological consults in end of life cases. As these papers demonstrate, advances in neuroscience raise a number of important ethical questions, but can neuroscience help provide any answers?FACT AND VALUEAccording to the received philosophical wisdom, there is a fundamental distinction between fact and value—between how things are and how they ought to be. On the basis of this distinction one cannot draw normative conclusions from descriptive premises because there is nothing in the premises that would warrant such conclusions: from the fact that happiness is desired it does not follow that it ought to be. This received wisdom applies to neuroethics in the following way: whereas neuroscience might be able to identify the neurophysical correlates for evaluative notions such as preferences and attitudes,1,2 lying,3 and the distinction between in control and out of control behaviour,4 neuroscience cannot, in and by itself, provide the basis for their evaluation. The reason for this is that, in the absence of factors external to these neurophysical states, one neurophysical state is no better or worse than another—internal neurophysical states are logically …. (shrink)

The following points, which represent a path to a semiotics of being, are pertinent to various sub-fields at the conjunction of semiotics of nature (biosemiotics, ecosemiotics, zoosemiotics) and semiotics of culture—semioethics and existential semiotics included. 1) Semiotics of being entails inquiry at all levels of biological organization, albeit, wherever there are individuals, with emphasis on the living qua individuals (integrated biological individualism). 2) An Umwelt is the public aspect (cf. the Innenwelt, the private aspect) of a phenomenal/experienced world that is (...) organism-specific (rather than species-specific) and ultimately refers to an existential realm. 3) Existential universals at work on Earth include seeking out the edible, dwelling in a medium, holding a phenomenal world (possibly an Umwelt) and being endowed with life, and consequently being mortal. 4) Human Umwelten include speechless Umwelten, spoken Umwelten and alphabetic Umwelten. 5) An Uexküllian phenomenology—stating that semiotic states represent the general class to which all mental/cognitive states belong—can draw on the works of the phenomenologists David Abram and Ted Toadvine (The notion of semiotic states is treated in Tønnessen 2009a: 62–63. For an introduction to eco-phenomenology, see Brown and Toadvine (eds.) 2003). 6) A task for such a phenomenology is to portray the natural history of the phenomenal world. 7) An imperative task in our contemporary world of faltering biological diversity is that of Umwelt mapping, i.e. a mapping of ontological niches. 8) The ecological crisis is an ontological crisis with historical roots in humankind’s domestication of animals and plants, which can be taken as archetypical for our attempted planet-scale taming of the wild. 9) The process of globalization is expressed by correlated trends of depletion of semiotic diversity and semiotic diversification. 10) Semiotic economy is a field which task it is to map the human ontological niche insofar as its semiotic relations are of an economic nature. All ten points will be commented (explicitly or implicitly) in due time. (shrink)

Classical text on Nyaya and Vaiśeṣika philosophy; with Āloka Sanskrit commentary.

Critical edition with eight commentaries, on Nyaya and Vaiśeṣika philosophy.

Classical work on the basic concepts and terminology of Nyaya and Vaiśeṣika school in Hindu philosophy; includes Phakkikā commentary by Kṣamākalyāṇagaṇi, 18th cent.

Aphoristic work on Nyāya and Vaiśeṣika school of Hindu philosophy; includes Sanskrit commentary with Hindi translation.

Aphoristic work on Nyaya and Vaiśeṣika school of Hindu philosophy; includes two Sanskrit commentaries.

Discourses on the Bhagavadgītā, Bhakti, and Hindu ethics.

Contributed research papers on Indic philosophy.