There are similarities between Davidson's theory of meaning and that of Wttgenstein's Tractatus. But in Wittgenstein's later work the relation between meaning and use is seen in a completely different way and not in the least similar to Davidson's conception. In spite of this divergence, however, certain parallels exist between Wittgenstein's treatment of expressions which can be said to have secondary meanings and Davidson's notion of the metaphorical use of certain expressions.

There are similarities between Davidson's theory of meaning and that of Wttgenstein's Tractatus. But in Wittgenstein's later work the relation between meaning and use is seen in a completely different way and not in the least similar to Davidson's conception. In spite of this divergence, however, certain parallels exist between Wittgenstein's treatment of expressions which can be said to have secondary meanings and Davidson's notion of the metaphorical use of certain expressions.

The aim of this article is to give both a sustained interpretation of Wittgenstein’s obscure remarks on the experience of meaning of language, synthaesthesia and secondary use and to apply his insights to recent philosophical discussions about synthaesthesia. I argue that synthaesthesia and experience of meaning are conceptually related to aspect-seeing. The concept of aspect-seeing is not reducible to either seeing or imaging but involves a modified notion of experience. Likewise, synthaesthesia involves a modified notion of experience. (...) In particular, the concept of synthaesthesia involves a secondary use of ‘experience’ and hence is intrinsically dependent on the primary use of language. Recent discussions tend to overlook this distinction between the primary and secondary use of language. (shrink)

The aim of this article is to give both a sustained interpretation of Wittgenstein’s obscure remarks on the experience of meaning of language, synthaesthesia and secondary use and to apply his insights to recent philosophical discussions about synthaesthesia. I argue that synthaesthesia and experience of meaning are conceptually related to aspect-seeing. The concept of aspect-seeing is not reducible to either seeing or imaging but involves a modified notion of experience. Likewise, synthaesthesia involves a modified notion of experience. (...) In particular, the concept of synthaesthesia involves a secondary use of ‘experience’ and hence is intrinsically dependent on the primary use of language. Recent discussions tend to overlook this distinction between the primary and secondary use of language. (shrink)

This monograph reports on an empirical survey of 394 secondary school students investigating their desire to seek the meaning of their own lives. The theoretical framework upon which the study was based is that of Viktor E. Frankl's hypotheses that a human being wants to seek the meaning in his own life. The questionnaire consisted of tests measuring pupils' concepts of their own life's purposes, significance, and meaningfulness. Questions dealt with values and attitudes toward existential questions. Pupils (...) could also evaluate significance of school subjects in the the search for their own life's meaning. Initial results gave clear indication that students reflect quite a lot on the meaning of life, and most think that topics and questions dealing with existential questions should be addressed at school. Responses to open-ended questions on what they expected from school revealed that students asked for warmer and closer human relationships, more communication, more taking into account of individuality, more opportunity for choices, more support and encouragement, and more knowledge that has meaning for their personal life. The questionnaire is appended. (JD). (shrink)

Successful face‐to‐face communication involves multiple channels, notably hand gestures in addition to speech for spoken language, and mouth patterns in addition to manual signs for sign language. In four experiments, we assess the extent to which comprehenders of British Sign Language (BSL) and English rely, respectively, on cues from the hands and the mouth in accessing meaning. We created congruent and incongruent combinations of BSL manual signs and mouthings and English speech and gesture by video manipulation and asked participants (...) to carry out a picture‐matching task. When participants were instructed to pay attention only to the primary channel, incongruent “secondary” cues still affected performance, showing that these are reliably used for comprehension. When both cues were relevant, the languages diverged: Hand gestures continued to be used in English, but mouth movements did not in BSL. Moreover, non‐fluent speakers and signers varied in the use of these cues: Gestures were found to be more important for non‐native than native speakers; mouth movements were found to be less important for non‐fluent signers. We discuss the results in terms of the information provided by different communicative channels, which combine to provide meaningful information. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art EducationLeslie Cunliffe (bio)In order to get clear about aesthetic words you have to describe ways of living.Wittgenstein, Lectures and Conversations on Aesthetics, Psychology and Religious Belief1Language is a labyrinth of paths. You approach from one side and know your way about; you approach the same (...) place from another side and no longer know your way about.Wittgenstein, Philosophical Investigations2IntroductionThis article explores a Wittgensteinian approach for dealing with the meaning of works of art in the practice of critical and contextual studies in art education. The article is aimed at developing a methodology for eleven to nineteen year olds, known in the UK as the secondary phase of education, but the approach could be generalized to other educational phases.Henry Finch3 interprets four references to meaning found in Ludwig Wittgenstein's philosophy of language as a quadrant that combines the horizontal axis of meaning as physiognomies (the experiential and visual) and meaning as constructions (concepts, uses, science, and mathematics), with a vertical axis of meaning as imperatives (rule following, obligations, and law) and meaning as custom (ceremonies, myths, and ritual).4 The quadrant represents Finch's understanding of Wittgenstein's views about how language serves a different but complementary role in the way human beings engage [End Page 65] with meaning in the world and their place in it.5 Such meanings are embedded in social practices, including first-person responses to a physiognomy, although these start off as biologically primed reactions.Michael Luntley argues that Wittgenstein's philosophy of language and the related remarks on perception should be understood as setting conditions for the possibilities of judgment in "seeing the world aright, in taking the right attitude to the world"6 rather than simply mapping the possibilities of meaning, as the former underscores the role of will7 in the way meaning is actively witnessed and ethically processed by an agent. Having the right view is still only a view, but for Wittgenstein this amounted to an immense ethical and philosophical project to see things accurately and in correct relationship to each other. Such perspectival stances result from an agent's capacity to selectively engage with meaning, with a more unitary understanding resulting from criss-crossing the same territory from different points of view. Wittgenstein's four references to meaning can be thought of as forming four different points on a compass that direct the "self-as-will engaged with that which is independent of will "8 in a quest to see things aright. By extension, such an approach could be used in art education to enable students to develop the dispositions to see works of art aright.Marcia Eaton describes the tension between epistemic and interpretative approaches to the meaning of works of art in this way: "In which direction should one go? In other words, how can judgments which seem so personal (relative, subjective, etc.) also play a role in interpersonal (absolute, objective, etc.) language games?"9 Michael Podro gives a similar description of the apparent tension between a context-bound analysis of works of art and their irreducible and autonomous qualities as like "constantly treading a tightrope."10 Ralph Smith highlights the difference "between having knowledge about art and personally experiencing its presence and power."11Ben Tilghman12 advocates a Wittgensteinian way of going beyond these twofold approaches for understanding and interpreting art by focusing on the role that ponderable and imponderable evidence play in achieving the right stance when attempting to condense the meaning of works of art. Following Wittgenstein, Tilghman argues that a judgment based on imponderable evidence can often be supported by ponderable evidence, a process that is always linked to the relative experience, knowledge, and wisdom of the person making the judgment. Wittgenstein's four references to meaning could be thought of as points on a compass for directing the will in fittingness when endeavoring to understand the role and relationship of ponderable and imponderable evidence in any attempt to see works of art aright. But before these ideas can be... (shrink)

This paper considers the move from passivity to a generative passivity in Merleau-Ponty’s ontology. In The Visible and the Invisible Merleau-Ponty calls this generative passivity a “secondary passivity” and in his passivity lectures he describes it as “passivity without passivism.” The paper argues that this secondary passivity must be understood in terms of an écart within the phenomena. That is, in terms of a separation and distance which is matrixed and configured within what appears. This is the basis (...) for Merleau-Ponty’s statement in his passivity lectures that “the touchstone of a theory of passivity,” is a “notion of oneiric symbolism,” and why for him passivity is intimately connected to a “primordial symbol.” If the symbolic is so associated with passivity, the symbolic also does not concern origins but is both the ontological limit and divergence in phenomena. This association forces Merleau-Ponty to consider what it means for phenomenological reflection retrace its steps back to an initial event of expression and even whether phenomenology is ultimately served by description. Finally, this paper considers Merleau-Ponty’s attitude toward the literary usages of language as a means of doing a phenomenology of the secondary passivity. (shrink)

J.L. Mackie insists that ordinary evaluative thought presents itself as a matter of sensitivity to aspects of the world. And this phenomenological thesis seems correct. When one or another variety of philosophical non-cognitivism claims to capture the truth about what the experience of value is like, or (in a familiar surrogate for phenomenology) about what we mean by our evaluative language, the claim is never based on careful attention to the lived character of evaluative thought or discourse. The idea is, (...) rather, that the very concept of the cognitive or factual rules out the possibility of an undiluted representation of how things are, enjoying, nevertheless, the internal relation to 'attitudes' or the will that would be needed to count as evaluative. On this view the phenomenology of value would involve a mere incoherence, if it were as Mackie says--a possibility that then tends (naturally enough) not to be so much as entertained. But, as Mackie sees, there is no satisfactory justification for supposing that the factual is, by definition, attitudinatively and motivationally neutral. This clears away the only obstacle to accepting his phenomenological claim; and the upshot is that non-cognitivism must offer to correct the phenomenology of value, rather than give an account of it. -/- In Machie's view the correction is called for. In this paper I want to suggest that he attributes an unmerited plausibility to this thesis, by giving a false picture of what one is committed to if one resists it. (shrink)

This paper is concerned with English noun phrases that denote generalized instances: they do not refer to actual spatio-temporal instances, but to virtual ones that are abstracted from a limited number of actual instances, e.g., a student in Three times, a student complained (Langacker, Foundations of Cognitive Grammar. Volume II: Descriptive application, Stanford University Press, 1991, Dynamicity, fictivity, and scanning: The imaginative basis of logic and linguistic meaning, Cambridge University Press, 2005, forthcoming). Langacker likens generalized instances to generic ones, (...) which constitute “global” generalizations over all actual instances of a type. On the basis of authentic data, I argue that, even though the profiled instance denoted by generic and generalized noun phrases is similar, the way the respective instances are accessed in discourse is very different. My data set consists of English noun phrases that are explicitly marked for generalized instantiation by the addition of a secondary determiner such as same in The twin brothers bought the same car or kind of in There was no way we could match that kind of offer. I compare noun phrases of four sets of secondary determiners, viz. adjectives of multiple exposure (usual), of identity (same, identical), of similarity (similar, comparable) and type noun constructions (kind of/type of/sort of). These data also allow me to refine the concept of generalized instantiation in terms of its semantic subtypes, the semantic interaction between secondary determiner and primary determiner, and the selection criteria for secondary determiners that can express it. (shrink)

Sensibility theorists such as John McDowell have argued that once we appreciate certain similarities between moral values and secondary qualities, a new meta-ethical position might emerge, one that avoids the alleged difficulties with moral intuitionism and non-cognitivism. The aim of this paper is to examine the meta-ethical prospects of this secondary-quality analogy. Of particular concern will be the extent to which McDowell’s comparison of values to secondary qualities supports a viewpoint unique from that of the moral intuitionist. (...) Once we disentangle the various metaphysical and epistemological strands of McDowell’s analogy, McDowell’s position might appear closer to moral intuitionism than initially supposed. This discussion will also help clarify the intended meaning of the secondary-quality analogy, as well as its significance for ethics more generally. (shrink)

The paper distinguishes between epistemic and ontic divisions of qualities into primary and secondary. It identifies two functions which ontic division has been called upon to fulfill - setting the limits on what a realist philosophy of science must achieve, And providing a means of judging between rival realist philosophies of science. It argues for an interaction pattern criterion of primacy, And concludes that while this enables the first function to be achieved, No primary/secondary distinction can fulfill the (...) second. (shrink)

This paper aims to provide a description of how authors publishing in medical ethics journals have made use of empirical research data in papers on the topic of gamete or embryo donation by means of references to studies conducted by others. Rather than making a direct contribution to the theoretical methodological literature about the role empirical research data could play or should play in ethics studies, the focus is on the particular uses of these data and the problems that can (...) be encountered with this use. In the selection of papers examined, apart from being used to describe the context, empirical evidence was mainly used to recount problems that needed solving. Few of the authors looked critically at the quality of the studies they quoted, and several instances were found of empirical data being used poorly or inappropriately. This study provides some initial baseline evidence that shows empirical data, in the form of references to studies, are sometimes being used in inappropriate ways. This suggests that medical ethicists should be more concerned about the quality of the empirical data selected, the appropriateness of the choice for a particular type of data and the correct integration of this evidence in sound argumentation. Given that empirical data can be misused also when merely cited instead of reported, it may be worthwhile to explore good practice requirements for this type of use of empirical data in medical ethics. (shrink)

Philosophical and anthropological explorations of the state of modern culture testify to its crisis nature, connected with the acceleration of the processes of radical change of civilizational type of development. The need for a radical reform of the foundations of the future existence of society becomes evident. Lack of understanding of the real means of such reformation leads to the total disregard for the possibilities of the mind. One of its manifestations is the rapid growth of new and unconventional religions (...) and occult-mystical currents; significant revival of the "secondary" myth-making ; the spread of quasi-religious beliefs and infidelities; overall growth of mystical moods. The study of this aspect of the crisis of modern civilization is an urgent philosophical, religious, cultural and cultural problem. (shrink)

In this paper we defend the view that the ordinary notions of cause and effect have a direct and essential connection with our ability to intervene in the world as agents.1 This is a well known but rather unpopular philosophical approach to causation, often called the manipulability theory. In the interests of brevity and accuracy, we prefer to call it the agency theory.2 Thus the central thesis of an agency account of causation is something like this: an event A is (...) a cause of a distinct event B just in case bringing about the occurrence of A would be an effective means by which a free agent could bring about the occurrence of B. In our view the unpopularity of the agency approach to causation may be traced to two factors. The first is a failure to appreciate certain distinctive advantages that this approach has over its various rivals. We have drawn attention to some of these advantages elsewhere, and we summarize below. However, the second and more important factor is the influence of a number of stock objections, objections that seem to have persuaded many philosophers that agency accounts face insuperable obstacles. In this paper we want to show that these objections have been vastly overrated. There are four main objections. (shrink)

In this book, Julius M. Moravcsik disputes that a natural language is not and should not be represented as a formal language. The book criticizes current philosophy of language as having an altered focus without adjusting the needed conceptual tools. It develops a new theory of lexical meaning, a new conception of cognition-humans not as information processing creatures but as primarily explanation and understanding seeking creatures-with information processing as a secondary, derivative activity. In conclusion, based on the theories (...) of lexical meaning and cognition, this work sketches an argument showing that the human understanding of human understanding must always remain just partial. (shrink)

A formal, logical, theory of events is developed and used as the basis for a definition of causation and to provide a pragmatics for causal counterfactuals. The theory begins with with a logical formalization of events as represented in the planner strips. The resulting inertial theories include a common sense law of inertia and their pragmatics is based on the principle of chronological minimization. The theory of events is then developed by removing some of the simplifying assumptions of the strips (...) representation. To begin with the assumption that events always succeed, given that their preconditions are true when they occur, is dropped. Instead a common sense law of change is introduced with the effect that events normally succeed but may fail if some qualification (some unusual or unexpected condition) arises. The pragmatics of the resulting causal theories is provided by refining the pragmatics of inertial theories. In particular, where there is a conflict between change and inertia, preference is given to change. The resulting defeasibility of events makes it possible to remove the strips assumption that only one event occurs at any given time; as conflicting events now result in failure rather than inconsistency. However it is desirable to provide a means for adjudicating between conflicting events. Consequently the theory is extended so that qualification preferences can be specified and the pragmatics are refined accordingly. A further strips assumption is that the effects of an event are invariant. In order to remove this assumption a distinction is drawn between primary events, events of the kind described above, and secondary events. Secondary events are invoked by primary events in appropriate contexts, they are causally dependent on primary events and when successful produce the additional, variant, effects of the primary events which invoke them. As a result, both the context-dependent effects of events (their ramifications) and non-deterministic events (events whose outcome is uncertain) can be represented. The theory of primary and secondary events is then used as the basis for a definition of causation which can be seen as providing a formal account of Mackie's definition of a cause as an inus condition. A major theme of this paper is the conflict between the opposite but complementary principles of change and inertia. For much of the paper the emphasis is on restricting the effects of inertia and favouring change. The resulting imbalance becomes unnatural when considering the combined effects of several events. However the definition of causation makes it possible to state a law of change and inertia, which is used to regulate change and inertia and thus ensure a proper balance between them: while caused change is preferred to inertia, inertia is preferred to uncaused change. The theory is then used to provide a pragmatics for causal counterfactuals, thereby extending the representation of actual causal reasoning to counterfactual causal reasoning. This is illustrated by the use of causal counterfactuals in order to obtain explanations. (shrink)

'color is not "in" objects" makes sense only if 'color "is" in objects' does. But it does not, Because we cannot say what it "would be like" if it "were". 'being green' means 'that which looks green' understood "attributively", Not referentially, I.E., 'that which looks green ("whatever that is")', Not 'that which emits certain light-Waves'. "contra" kripke, Heat is 'that which feels hot ("whatever that is")', Though the only thing whose "existence" it requires is molecular motion. If we ask what (...) it would be like to see 'objects themselves', We get incoherence; hence the dichotomy between this and seeing 'ideas' is also meaningless. (shrink)

Among the main concerns of 20th century philosophy was that of the foundations of mathematics. But usually not recognized is the relevance of the choice of a foundational approach to the other main problems of 20th century philosophy, i.e., the logical structure of language, the nature of scientific theories, and the architecture of the mind. The tools used to deal with the difficulties inherent in such problems have largely relied on set theory and its “received view”. There are specific issues, (...) in philosophy of language, epistemology and philosophy of mind, where this dependence turns out to be misleading. The same issues suggest the gain in understanding coming from category theory, which is, therefore, more than just the source of a “non-standard” approach to the foundations of mathematics. But, even so conceived, it is the very notion of what a foundation has to be that is called into question. The philosophical meaning of mathematics is no longer confined to which first principles are assumed and which “ontological” interpretation is given to them in terms of some possibly updated version of logicism, formalism or intuitionism. What is central to any foundational project proper is the role of universal constructions that serve to unify the different branches of mathematics, as already made clear in 1969 by Lawvere. Such universal constructions are best expressed by means of adjoint functors and representability up to isomorphism. In this lies the relevance of a category-theoretic perspective, which leads to wide-ranging consequences. One such is the presence of functorial constraints on the syntax–semantics relationships; another is an intrinsic view of (constructive) logic, as arises in topoi and, subsequently, in more general fibrations. But as soon as theories and their models are described accordingly, a new look at the main problems of 20th century’s philosophy becomes possible. The lack of any satisfactory solution to these problems in a purely logical and set-theoretic setting is the result of too circumscribed an approach, such as a static and punctiform view of objects and their elements, and a misconception of geometry and its historical changes before, during, and after the foundational “crisis”, as if algebraic geometry and synthetic differential geometry – not to mention algebraic topology – were secondary sources for what concerns foundational issues. The objectivity of basic geometrical intuitions also acts against the recent version of structuralism proposed as ‘the’ philosophy of category theory. On the other hand, the need for a consistent and adequate conceptual framework in facing the difficulties met by pre-categorical theories of language and scientific knowledge not only provides the basic concepts of category theory with specific applications but also suggests further directions for their development (e.g., in approaching the foundations of physics or the mathematical models in the cognitive sciences). This ‘virtuous’ circle is by now largely admitted in theoretical computer science; the time is ripe to realise that the same holds for classical topics of philosophy. (shrink)

Locke establishes the primary-secondary quality distinction in two steps. First, he identifies the primary qualities by means of a separability argument that involves transdictive inference about the properties of the minute, imperceptible parts of matter. Second, he identifies the secondary qualities by means of a dispensability argument that relies on the principle that bodies normally act by ‘impulse.’ I suggest this principle is also justified through transdictive inference. This allows us to see Locke’s claims about primary and (...) class='Hi'>secondary qualities as unified, fallibilist and rooted in empiricism and the methodology of Newtonian science. (shrink)

Saul Kripke has raised a powerful skeptical objection to an account of meaning based on dispositions. He argues that attempts to explain meaning on the basis of dispositions, no matter how sophisticated, are bound to fail because meaning is normative, whereas dispositions are descriptive. I provide a clear account of the normativity objection, which has often been seen as obscure or been conflated with other objections Kripke raises. I offer a straight solution to the skeptical paradox based (...) on a dispositional approach to meaning that survives the normativity objection. A key aspect of my approach is the assimilation of meaning to secondary properties such as color. I compare meaning attributions with reductive explanations of high-level phenomena in other areas, and argue that there are no differences in kind between the two. Consequently, skepticism about meaning is not better warranted than a similar skepticism about reductive explanations of other high-level phenomena. (shrink)

Theron Pummer has argued that contrastive consent is necessary for the phenomenon of "secondary permissibility". I argue that it is not, and I undermine the motivation for thinking that it is.

In this paper I shall focus attention on a principle which lies at the heart of Locke's distinction between primary and secondary qualities. It is to be found explicitly or implicitly stated at many places in the Essay , but its clearest expression is at E.II.viii.11, where Locke writes that ' Impulse [is] the only way which we can conceive Bodies operate in'. Let us call it 'the impulse principle'. The first task is to describe what exactly the term (...) impulse means here and to what the principle amounts. Next, I shall consider the kind of role the principle plays in the Essay and whether Locke changed his mind about it in the fourth edition. Then, in the main part of the paper, I shall try to show how the impulse principle helps make possible Locke's distinction between primary and secondary qualities. In the course of my discussion I shall refer to some of Locke's pre- Essay writings: the Epitome, the Abr g , his review of Newton's Principia and Draft C.1 It is a subsidiary aim of the paper to show how these writings - particularly the Abr g which ran to over ninety pages of the Biblioth que universelle and was published in 1688 - can be of help in disentangling the main line of argument in Locke's Essay. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed (...) to 156 art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed (...) to 156 art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)

There is a constant need for new ways to improve the Swedish school system. One such way could be to implement Matthew Lipman’s philosophy of education, which then must be proven compatible with the curriculum governing the Swedish school system. We restricted our examination to a comparison between Lipman’s Thinking in Education and the first chapter of the Swedish curriculum for upper secondary schools. We divided the results into three degrees of coherence: inconsistence, compatibility, and accordance, where accordance was (...) a stronger form of compatibility which would not only allow but encourage the implementation of Lipman’s philosophy of education. We found that the two parties were overall in accordance with each other, though with a few elements of mere compatibility. No inconsistencies were found. The parties were in accordance on especially two key points. Firstly, the critical, creative, and caring thinking emphasized by Lipman were all present in the curriculum. Secondly, there is in the curriculum an emphasis on the mediation of democratic values through democratic means, something inherent in Lipman’s community of inquiry. In conclusion, Lipman’s philosophy of education is not merely compatible, but in large part in accordance with the curriculum. (shrink)

The schoolwork engagement inventory: Energy, Dedication, and Absorption is a measure of students' engagement in schoolwork and has been demonstrated valid in Western student populations. In this study, we adapted this inventory to and tested its psychometric appropriates in Chinese upper secondary school students. Participants were 1,527 general high school students and 850 vocational high school students. The mean age of the total sample was 16.21 years. The results of confirmatory factor analyses showed that a modified one-factor model fitted (...) the data best. The results of the multigroup CFA showed that the factor structure was metrically invariant across school tracks and scalarly invariant across gender and school types. Moreover, schoolwork engagement was negatively related to emotional exhaustion and positively related to self-efficacy, perseverance of effort, teacher–student relationships, and life satisfaction. Overall, the CEDA can be regarded as a valid measure for the assessment of student engagement in the Chinese upper secondary school context. (shrink)

Saul Kripke has raised a powerful skeptical objection to an account of meaning based on dispositions. He argues that attempts to explain meaning on the basis of dispositions, no matter how sophisticated, are bound to fail because meaning is normative, whereas dispositions are descriptive. I provide a clear account of the normativity objection, which has often been seen as obscure or been conflated with other objections Kripke raises. I offer a straight solution to the skeptical paradox based (...) on a dispositional approach to meaning that survives the normativity objection. A key aspect of my approach is the assimilation of meaning to secondary properties such as color. I compare meaning attributions with reductive explanations of high-level phenomena in other areas, and argue that there are no differences in kind between the two. Consequently, skepticism about meaning is not better warranted than a similar skepticism about reductive explanations of other high-level phenomena. (shrink)

Empirical studies in business ethics often rely on self-reported data, but this reliance is open to criticism. Responses to questionnaires and interviews may be influenced by the subject's view of what the researcher might want to hear, by a reluctance to talk about sensitive ethical issues, and by imperfect recall. This paper reviews the extent to which published research in business ethics relies on interviews and questionnaires, and then explores the possibilities of using secondary data, such as company documents (...) and newspaper reports, as a source for empirical studies in applied ethics. A specific example is then discussed, describing the source material, the method, the development of the research questions, and the way in which reliability and validity were established. In the example, content analysis was used to examine the extent to which the executive virtue of courage was observed or called for in items published in four international daily newspapers, and to explore the meaning which was attributed to "courage" in the papers. (shrink)

In the trauma surrounding mass disasters, the need to identify victims accurately and as soon as possible is critical. DNA identification testing is increasingly used to identify human bodies and remains where the deceased cannot be identified by traditional means. This form of testing compares DNA taken from the body of the deceased with DNA taken from their personal items or from close biological relatives. DNA identification testing was used to identify the victims of the terrorist attack on the World (...) Trade Center in New York on September 11, 2001, and of the victims of the Tsunami that hit Asia on December 26, 2004. Shortly after the 9/11 attack, police investigators asked the victims' families for personal items belonging to the missing, and for DNA samples from family members themselves. The New York medical examiner's office coordinated the DNA identification testing program; however, some of the identification work was contracted out to private laboratories. (shrink)

Neo-Aristotelian forms of character education often draw on literary sources as materials, although rarely poetry. This article offers retrospective reflections on a poetry-based character-education intervention, conducted in an Icelandic secondary-school setting. Having run into practical difficulties during the implementation phase, the challenges of implementation were reflected upon through consultation with ten subject experts who shared their views about the enablers and barriers encountered when running such an intervention. The interviews yielded a rich data set, which often took interviewees beyond (...) the boundaries of a poetry-based curricular context to focus on more general conditions for effective, character-inspiring school-work. Through thematic analysis, four themes were identified: freedom, time, creativity, and wonderment. Of these four, creativity had been identified in advance as an interview theme, meaning that the researchers expected to find it. The remaining three provide an insight into how, according to the interviewees, the ideal Icelandic school system should be designed. The theme of freedom addresses both negative and positive aspects of the current state of affairs, while the theme of time mostly reflects negative aspects of the Icelandic curriculum. The theme of wonderment has solely positive connotations in the minds of interviewees, and is the core of this analysis because it seems to hold the key to the question: what factors would enable an effective intervention of the sort under scrutiny here? This theme is analysed in detail, and some specific and general educational implications are elicited. (shrink)

In his paper "What Metaphors Mean", Donald Davidson attacks various theories of the metaphorical meaning. His radical thesis is that the metaphor has except the literal meaning no other (metaphorical or secondary) meaning. He refuses primarily the idea that the metaphor is some sort of communication-the speaker puts a hidden message in it and the recipient have to decode it. Davidson supported this negative attitude with a number of more or less conclusive arguments. I would like (...) to discuss some of them in this essay. My interpretation of Davidson's argumentation can be summed up as that the idea of the metaphorical meaning is not nonsensical, but it is unsuitable for explaining the intricate role of metaphors in our language. A positive theory of metaphor was only suggested by Davidson, but not properly elaborated. This was a task of his followers, in the first place of Richard Rorty. He emphasized, however, the causal character of a metaphorical effect, which radicalizes Davidson's account. As opposed to Rorty, Davidson shared with his predecessors an opinion that in a metaphor one thing is seen as another thing. None of the authors was able to explain this metaphorical definition of the metaphor. (shrink)

The Ministry of Education of China put forward the concept of “core literacy system” for the first time in the “Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Tasks of Moral Education” issued in 2014. This is a new educational reform policy put forward by China based on fully combining China’s national conditions and the new requirements for human development in the 21st century, which has important guiding significance for China’s educational reform. After discussing the background, content, and (...) meaning of core literacy, this study points out the current situation and development trend of core literacy in primary and secondary schools in China and then puts forward guiding opinions on the development of core literacy in rural primary and secondary schools. With the widening gap between urban and rural education, rural people are in urgent need of high-quality educational resources. To narrow the gap between urban and rural education and promote the democratization of education in China, we must unswervingly implement the education reform with the core element system as the key field and main link. This is also the significance of this study. (shrink)

It has been suggested that both performance and academic well-being play a role in adolescent students’ educational attainment and school dropout. In this study, we therefore examined, first, what kinds of academic well-being (i.e., school burnout, schoolwork engagement, and mathematics self-concept) and mathematics performance profiles can be identified among lower secondary school students ( N grade 7 = 583, N grade 9 = 497); second, how stable these profiles are across one school year during the seventh and ninth grades; (...) and, third, how students with different academic well-being and mathematics performance profiles differ with respect to their educational aspirations. By means of latent profile analyses, three groups of students in seventh grade: thriving (34%), average (51%), and negative academic well-being (15%) and four groups of students in ninth grade: thriving (25%), average (50%), negative academic well-being (18%), and low-performing (7%) with distinct well-being and mathematics performance profiles were identified. Configural frequency analyses revealed that the profiles were relatively stable across one school year; 60% of the students displayed identical profiles over time. The thriving students reported the highest educational aspirations compared to the other groups. In addition, the low-performing students in the ninth grade had the lowest educational aspirations just before the transition to upper secondary school. Practical implications as well as directions for future research are discussed. (shrink)

Firstly, the authors analyzed the properties of primary-onditionals and secondary-conditionals, establishthe minimum system $C2L_{m}$ of primary-conditionals and secondary-conditionals, and then prove some of the formal theorems of the system which have important intuitive meanings. Secondly, the authors constructed the neighborhood semantics, prove the soundness of $C2L_{m}$ , introduce a general concept of canonical model by the neighborhood semantics, and then prove the completeness of $C2L_{m}$ by the canonical model. Finally, according to the technical results of the minimum system (...) $C2L_{m}$ , the authors discuss some of the important problems concerning primary-conditionals and secondary- onditionals. (shrink)

The main objective of this study was to explore the perception of students on challenges that hindered the implementation of Civics and Ethical Education in Aleta Wondo secondary school. To achieve this objective, the study employed a cross sectional survey research design with a combination of mixed research approach. The quantitative data collected through survey was analyzed via mean and standard deviation while the qualitative data obtained from key informant interviews and document analysis was presented using narration. The findings (...) of the study indicated that content and context related problems such as repetition of the content, deformity of contents and improper mode of delivery of the course were identified as major factors that influenced the implementation of the discipline. Moreover, external environment related challenges such as engagement of a number of students in harmful activities, lack of parental involvement in the school activities, and mass media were major reasons for Civics and Ethical Education to meet its objectives ineffectively. Therefore, this study demanded all stakeholders to be highly committed to the effectiveness of the subject, and responsible to curb those challenges that affected the implementation of the discipline. (shrink)

In Arabic, hurūf al-ma'ānī (meaning letters) are of the most remarkable factors making the words make sense. One of these letters is harf al-jarr ba. Actually, it is seen that similar studies were conducted for this letter. It has been analysed under the hurūf al-jarr chapters in naḥw/syntax books, in separate works addressing meaning letters and in original studies related to hurūf al-jarr. Additionally, it was specifically scrutinized from various aspects in an original way. While some gave place (...) to the forms it was used in certain surahs of Qur’an, others analysed it in terms of certain meanings it conveyed. However, there are few studies applying the meaning letters and presenting poetry examples from the j̲āhilīyyah poems, which are extremely important in Arabic language and a type of Classical Arabic texts. This study addresses the ba preposition, used with many meanings and functions, about which there were no original studies on the basis of j̲āhilīyyah poetry which has been exemplified in almost all of the works written in the period beginning from the earliest times of Arabic language and literature to this time. This study analyses the place and style of use for the letter ba in muʿallaqāt poems written in j̲āhilīyyah. The aim of this study is to find answers for questions such as: “Being used in poems, which meaning is conveyed more often with ba? In which muʿallaqāt poem was it used more? Are there any poems in which it is used with its literal and figurative meanings simultaneously? Do the poems include all of the meanings this letter adds to expressions like in the classical texts?”. Consisting of two chapters, this study presents brief information regarding the general characteristics of the muʿallaqāt poems and their poets in the first chapter. In the second chapter, the forms this letter is used in poetry are presented. Since it influences meaning, the grammatical aspect of the ba preposition is also analysed when necessary. While this preposition used in poetry is examined, by considering the elucidation of the couplets it was used, the holistic text in which the couplet appeared and the grammatical aspect of this letter, we tried to make a conclusion. In the preliminary analysis about the subject, it was considered that harf al-jarr ba taking place in all muʿallaqāt poems was used with various meanings. In the muʿallaqāt poems, the most common meaning which harf al-jarr ba conveys is as adverb of place. It is thought that, this stems from the names of places which are frequently seen in muʿallaḳāt poems and for the expression style of harf al-jarr ba. The real meaning with which this letter is used is addition. Being used with numerous figurative meanings, this preposition is seen to reflect its literal meaning as well as these ones. For this reason, it can be understood how a meaning letter can be used both in its literal meaning and the secondary/figurative meaning. It is understood that harf al-jarr ba was used for a total of two hundred and forty-three times in muʿallaḳāt poems with its various meanings. With its many meanings, this letter was used with thirteen different meanings in muʿallaqāt poems with meanings such as addition, causative, referencing, giving reason, conversation, adverb, valuing, reciprocation, responding, escalation, indefinite, oath and reduplication. The muʿallaqā in which harf al-jarr ba was used the most is that of Ṭarafa b. al-Abd’s. (shrink)

Physical activities are generally accepted as promoting important psychological benefits. However, studies examining martial arts as a form of physical activity and mental health have exhibited many methodological limitations in the past. Additionally, recent philosophical discussion has debated whether martial arts training promotes psychological wellbeing or illness. Self-efficacy has an important relationship with mental health and may be an important mechanism underpinning the potential of martial arts training to promote mental health. This study examined the effect of martial arts training (...) on the psychological construct of self-efficacy. A total of 283 secondary school students with a mean age of 12.76 (SD = 0.68) years were recruited to complete a time-limited (10-session) martial arts intervention, which was examined using a randomised controlled trial. Univariate ANOVAs found that the intervention improved the experimental group’s self-efficacy compared to the control group, which was sustained at follow-up. Regression analysis indicated that socio-educational status moderated this outcome. These findings support the martial arts-based intervention’s potential to improve self-efficacy and promote wellbeing through physical activity. Martial arts training may be an efficacious psychosocial treatment that can be used as a complementary approach to promote mental health. (shrink)

According to the (in)famous fourth law of Kuryłowicz (K4), when a morphological doublet arises in a language, the newer form becomes associated with the prototypical, basic meaning, while the old form takes a secondary meaning. This paper takes a first attempt at a more thorough inquiry of K4 to assess whether prototypicality of meaning has an effect on morphological change. Three studies on historical Dutch are taken on: -enversus -splurals, the apocope of schwa and the apocope (...) of -de.The effects of prototypicality are analysed both on a token level (differences in meaning within lemmas) as well as on a type level (differences between lemmas). As proxies for prototypicality of meaning (psycho)linguistic predictors are used, such as concreteness, age of acquisition, chronology of meaning, meaning frequency and metaphor. Results show no clear effect of prototypicality on a token level, but they do suggest an effect on a type level: more concrete meanings tend to show up more often with the newer variant. Yet these results may also be ascribed to iconicity as the newer variants in these cases are the shorter ones and concrete meanings tend to be represented by shorter words than abstract ones. (shrink)

Chile has established hybrid policies for the administrative distribution of its educational establishments, leading to significant gaps in educational results and school conditions between public, mixed, and private schools. As a result, there are high levels of segregation, and social and economic vulnerability that put public schools at a disadvantage, affecting their image and causing a constant decrease in enrollment. An abbreviated version of Luhtanen and Crocker’s collective self-esteem scale was adapted and validated for the Chilean educational context because of (...) its usefulness in studying processes of social segregation and cultural coherence, seeking to identify student perception about the appreciation of school actions in the context of belonging and identification with schools, in order to compare between groups according to types of establishment and assess the effects of school conditions on the perception of students. A representative sample of Chilean secondary students between 9th and 12th grades participated. Descriptive analyses, comparison of means between groups, confirmatory factorial analyses, and multi-group analyses were conducted to test the adjustment and invariance of the unifactorial structure of a reduced version of four items. The results indicated that the scale satisfactorily complies with the proposed adjustment indexes, presents total invariance by gender and partial invariance by administrative dependence, and allows establishing statistically significant differences in the collective self-esteem, indicating a higher score for students in the private system, and a lower score for those in the public system. These results show the negative effects of high school segregation on students’ collective self-esteem, affecting the appreciation of personal, collective, and institutional activities and the sense of belonging. Although previous research has explored some of the effects of school segregation, the present study focuses on collective self-esteem, which is closely related to identity and belonging, and allows for further innovative research on school segregation. The scale is useful as an instrument for researching social conditions of student well-being, in regards to educational management. (shrink)

For Locke, an idea is ‘the immediate object of perception, thought, or understanding’ (§8).1 Perhaps this is something like a concept: he goes on to give examples of white, cold, and round, which look like they have some representational content. What do these ideas represent? Locke defines a quality: ‘the power to produce any idea in our mind, I call quality of the subject wherein that power is’ (§8). The natural thought is that these ideas represent some quality of the (...) object, which quality just is the power that the object has to produce that idea in us. Though the idea is in us, the power or quality is clearly in the object. Sometimes, it is true, we speak loosely and refer to the quality of the object by the same name that we use to refer to the idea in us, and talk of white being in the object, for example. Locke cautions that when we speak like this, we should ‘be understood to mean those qualities in the objects which produce them [the ideas] in us’ (§8). (shrink)

This paper focuses on the positives of introducing entrepreneurship education at the primary and secondary levels of education. Specifically, its central focus deals with building children’s entrepreneurial self-efficacy at a young age. Several benefits, of increasing self-efficacy at a young age, are outlined. Benefits, such as entrepreneurship training, not only train students but, it helps to prepare them for the new knowledge based economy. Further, entrepreneurship education should help increase the success and survival rates of women and minority entrepreneurs. (...) Essential to this process, a new curriculum needs to be devised including its means of assessment. Lastly barriers to an entrepreneurship program are discussed; this includes financial, political and negative perceptions of entrepreneurship education. (shrink)

In this study, secondary school DKAB (Religious Culture and Moral Knowledge) lesson’s belief learning domain has been examined structurally. In this context, the basic principles of belief have been discussed according to Māturīdīsm, Ash'arism, Mutazilite and in places according to Shia. The common points and different aspects of the ideas in the domain of belief of these schools have been examined in a comparative way. Subjects such as the attribute of taqwin/creation, which is the main discussion between Māturīdīsm and (...) Ashʿarism, whether Allah can be known by reason, whether the good and the evil are determined by reason or nass/verses are the examples. Additionally existance of the immutable attributes and that whether they are eternal or not, that whether ru’yatullah/seeing God is possible or not and the conditions of the afterlife which have been points of discussion between Mutazilite and Ahl es-Sunnah have been handled in the article. Surely these are matters of extensive discussion; this study evaluated these topics in the pedagogical context of the belief learning domain of the DKAB lesson. Firstly the theological background of the belief learning domain of DKAB lesson has been handled. Then learning outcomes which are the first elements of the curriculum have been classified. And thirdly the text books which are the second dimension of the curriculum have been analyzed. The method of the study is document analysis. Belief is the first of the learning domains designated as worship, morality, Prophet Muhammad and culture, and it is also of great importance because it is the basis of other learning domains. Belief learning domain is in the interest of curriculum designers in terms of having some pedagogical features but it must also be in harmony with theological acceptances as it is one of the basic components of religiosity. The theological background is also directly related to the political and legal context of the lesson, such as doctriner and non-confessional status. Because when various interpretations of religion do not have common points or when the common points are weak, the non-confessional feature will always be a controversial matter. In theological texts God has been described as essential, the almighty, the omniscient and one who intervenes in the history. Discussions between Kalam schools and philosophical schools about God's attributes, or the discussions within the Kalam schools are very important in terms of reflecting God-universe-human relationship. One of the most important problems in this issue is that the conception of God is not decisive, and that the conception of matter and human must be compatible with the conception of God. Developing a theology in the context of God's attributes, excluding matter and human conceptions leads to an over-abstraction of the theological background. Moreover, changes in the conception of matter and human will harm the conception of God, and the contribution of religious education to those who searching for meaning will decrease. The fact that the faith principles of Islamic religion do not vary depending on the sects strengthens the status of non-confessional religous education. In addition, an essential God conceptualization facilitates the management of people their lives. For believers, life has a purpose and it is a preparation for the afterlife. Furthermore in the context of cultural knowledge, gaining in-depth knowledge is a remarkable support for social life. On the other hand, the achievements in the lesson curriculum are at the first levels in terms of taxonomy and this shows that the lesson does not support high level learning and identity formation. Considering the speed and severity of the transformation in social life, it is necessary to provide some qualities that will support the construction of self and personality of those who take religious education. However, the low level of objectives of the curriculum and the one-dimensionality of Bloom's taxonomy used in the curriculum have been an unsolved problem for a long time. This points out the importance of developing a curriculum of religious education, taking into account the theological background and the individual and social dimensions of human beings. On the other hand, it can be thought that there are some problems in the establishment of the relationship between God-universe-human in the textbooks. Although the content is suitable for personal God representation and gives prominence to causality tought, when it comes to the idea of order of the universe, it contradicts with personal God representation and moral development. When the idea of order is over-objectivized in the textbooks, it becomes unclear how God intervenes in the universe. So, it remains suspended that the learners how make sense of events and their actions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Dewey on Metaphysics, Meaning Making, and Maps James W. Garrison Blueprints and maps are propositions and they exemplify what it is to be propositional.1 [E]very characteristic trait is a quality.... produced and destroyed by existential conditions.2 John Dewey's claim that there are metaphysical generic traits of existence the theory of which provides "a ground-map" for cultural criticism remains controversial. I will work along two intertwining lines to try (...) and clear things up a bit. First, many assume that his reference to a metaphysical map is a metaphor. My paper will show that he uses the idea of a map consistently in many different places throughout his career. Second, my paper will examine how Dewey functionally coordinates ordinary existential traits and their maps within his theory of judgment. We will find that the generic traits and the ground-map of criticism connect in much the same way. Before examining Dewey's theory of judgment, I want to say something about where Dewey's metaphysics fits into his empirical "denotative method." In the conclusion, we wiU look at where metaphysics fits into the architectonic of his entire phUosophy. In between, we wiU examine maps functioning as propositions (especiaUy logical and mathematical universals) as weU as ever-evolving guides to unending inquiry in an unfinished and unfinishable universe. Eventually we wiU see why Dewey insists that "the social" is "The Inclusive PhUosophic Idea." Metaphysics, for Dewey, is simply one tool of cultural criticism among others. First and Last Philosophy in Dewey's Denotative Method Dewey's "denotative method" moves from the immediately given intuitive meanings of qualitative "having" of experience that impart a "sense" of a qualitative, organically whole TRANSACTIONS OFTHE CHARLES S. PEIRCE SOCIETY Vol. 41, No. 4 ©2005 O situation from whence we may select traits, through the experience of "significant " linguistic meanings, such as the propositions of judgment, to the experience of "knowing" as the product of the logical process of inquiry, and back again to primary experience.4 Each phase interpenetrates every 3 other. Here is how Dewey describes the trans-action between primary, noncognitive and secondary, cognitive experience in his original (1925) >■$ introduction to Experience and Nature: ^r There are two avenues of approach to the goal of philosophy. We may " begin with experience in gross, experience in its primary and crude forms ^ [e.g., traits].... Or, we may begin with refined selective products, the a most authentic statements of commended methods of science [e.g., ¿q maps], and work from them back to the primary facts of life. ^ P TT ϕ > Philosophy may start with either immediate existential experience or the 3 experience of mediating meanings. While we may distinguish these two L starting points, we should never construct a dualism from them since both jx occur within experience.6 Dewey explains that "the subject-matter of primary experience sets the problems and furnishes the first data of reflection ""O which constructs the secondary objects of reflection."7 Further, "crude or macroscopic experience" provides the "test and verification" of the secondary objects of reflection. Secondary objects "explain the primary objects, 2 they enable us to grasp them with understanding!'9 The two starting points " differ in direction, but eventually they close to form a circle of expanding? dence. They may then pioneer new pathways, or, having different values, D choose to construct different kinds of maps. ^ Douglas Browning distinguishes "three phases of discussion of the start- 0 ing point."23 The first concerns "the designation of a certain subject matter P1 referred to under the names 'experience' and 'my life'."24 Dewey's empirical « denotative method selects aspects from immediate qualitative experience. The >% second phase involves two things: First, "a reflective moving away from and looking back upon that subject-matter" and, second, "the bringing of a puta- S tive characterization against it." Browning's example of characterization is g "the catalogue of the generic traits of experience." The generic traits are not S antecedent to inquiry; rather they are the products of reflection used to char- 5 ' acterize primary experience. Browning observes that characterization is always ^ provisional; as we wiU find, Dewey insists that the theoretical map proposi- ^ tionaUy representing the existential... (shrink)

The paper examines the concept of "implicit philosophy" as used in the integrated psychotherapy, making clear its content as a "potential philosophy". The author sees its meaning as opposite to the meaning of "explicit philosophy". To use the relationship between implicit and explicit philosophy in an explanation involves a binary conception of philosophy in its narrow and broader senses. The author shows, how the philosophy critically explains certain primal sponatneous genera_lizations in order to offer "secondary reimplications" of (...) new philosophical attitudes. The philosophical work is thus the middle stage of the whole process of proceeding from primary to secondary implicit philosophy. The concept of "implicit philosophy" can be applied also beyond the psychotherapy - e. g. in social philosophy or in the philosophy of science. (shrink)