The notion that manual gestures played an important role in the evolution of human language was strengthened by the discovery of mirror neurons in monkey area F5, the proposed homologue of human Broca's area. This idea is central to the thesis developed by Arbib, and lending further support to a link between motor resonance mechanisms and language/communication development is the case of autism and congenital blindness. We provide an account of how these conditions may relate to the aforementioned theory.

I describe a suite of reinforcement learning environments in which artificial agents learn to value and respond to moral content and contexts. I illustrate the core principles of the framework by characterizing one such environment, or “gridworld,” in which an agent learns to trade-off between monetary profit and fair dealing, as applied in a standard behavioral economic paradigm. I then highlight the core technical and philosophical advantages of the learning approach for modeling moral cognition, and for addressing the so-called value (...) alignment problem in AI. (shrink)

In the educational sphere, the concept of democracy is used in many and varied ways, though the hegemonic school culture often starts from a concept of democracy that is taken for granted, and it is understood that the entire educational community shares a similar concept. As a result of the research project “Democracy, participation and inclusive education in schools” we realized that the above-mentioned concept is used without being accurately defined in the school setting. This observation is what has prompted (...) us to write this article, basically structured in two parts. In the first part, based on the theoretical debate occurring in the field of social sciences, we delimit the concept of democracy and structure it in four basic dimensions: governance, inhabitance, otherness and ethos. In the second part, we specify and examine in depth these four dimensions in the school setting in order to construct a broad and transversal, yet specific, definition, with which to be able to develop ambitious democratic projects and, in turn, contribute to scientific debate. (shrink)

Most scientific theories of consciousness are challenging to apply outside the human case insofar as non‐human systems (both biological and artificial) are unlikely to implement human architecture precisely, an issue I call the specificity problem. After providing some background on the theories of consciousness debate, I survey the prospects of four approaches to this problem. I then consider a fifth solution, namely the theory‐light approach proposed by Jonathan Birch. I defend a modified version of this that I term the modest (...) theoretical approach, arguing that it may provide insights into challenging cases that would otherwise be intractable. (shrink)

The main objective of this study is to propose, from a theoretical approach, an alternative model of the communication process that includes intentionality, interest, identification, and exchange as part of the internal process of decoding the message experienced by the receiver. The proposal includes the subdivision of the responses offered by the receiver into two possible categories: one simple, which can mean the programmed response to a specific code; and another complex, which can mean a change and/or significant (...) transformation in different aspects associated with the recipient. Through a qualitative methodology, with emphasis on documentary review, and inferential and deductive reasoning, the proposed theoretical model has been developed and explained, highlighting the added value that it could offer to the understanding of communication. (shrink)

Cowan's experimental techniques cannot constrain subject's recall of presented information to distinct independent chunks in short-term memory (STM). The encoding of associations in long-term memory contaminates recall of pure STM capacity. Even in task environments where the functional independence of chunks is convincingly demonstrated, individuals can increase the storage of independent chunks with deliberate practice – well above the magical number four.

Religious education is a communication process between teacher and student. Martin Buber is one of the philosophers who attach importance to the communication and relationship that should be established between teachers and students in education. In Buber's dialogue philosophy, it is underlined that a reciprocal relationship should be established between teacher and student. Our study from this point aims to draw attention to the efforts of a sound communication opportunity between teacher and student in religious education in the light of (...) Martin Buber's thoughts. In this study designed as a qualitative research, the document analysis method was used. In this sense, the main theme of our study is Buber's books and articles translated into Turkish and English. Besides, the studies of Cohen, Friedman, Blenkinsop, and Boschki have also been studied. The relationship of the individual with the world in Buber's philosophy of dialogue takes place in two styles. The first is the I-S/He relationship style. The person who has this level of a relationship sees the world as an object to be experienced only for himself/herself. For this reason, there is no reciprocity in their relations and experience takes place within the individual. According to Buber, the second type of relationship is based on the I-You perspective. The individual who has this form of relationship makes the world meaningful in an open, sincere, and mutual relationship. In the education based on I-S/He behavior style, the teacher has a one-way relationship with students, which is not based on reciprocity. In this process, the teacher focuses more on the subject the student will tell. Buber criticizes this kind of education, which is avoided and not related to the student. According to Buber, education should be done according to the I-You behavior style. In this way, it is possible to realize the unique existence of the child and to unite with his/her inner and outer world with the power of mutual relationship and participation. In order for the learners to establish a sound relationship with the world in general and religious and moral phenomena in particular, the learners should be in contact with religious educators in the first place. In religious education, it is necessary to establish a relationship by the teacher in which religious beliefs and values are not imposed on the student and the authenticity of a student is respected. This relationship is only possible if the student trusts the teacher and knows that the teacher is really with him/her in person. The religious educator should provide the learner with real experiences that s/he can experience and feel and should be able to follow the inner world and thoughts of the learner in this process. In this context, it is necessary to turn onto the reality, problems, and needs of the period in which students live more than the future and adulthood. The tradition should be handled as a living organism that touches the student's life, not in the form of dull, finished events and stories, and focused more on principles and messages than events and people. As a result, education should aim not only to improve cognitive development and creativity but also to develop and excel in all aspects of the person. For this reason, emotional and social phenomena should be a part of religious education. The best way to include emotional and social phenomena in religious education lies in the relationship between teachers and students. For this reason, we think that it is necessary to concentrate more on relations theoretically between religious educators and learners. In fact, we also aim to remove the issue of communication from a technical issue and place it in an ontological issue perspective. This study aims to be a humble beginning for these purposes. (shrink)

Reaching understanding is one of our central epistemic goals, dictated by our important motivational epistemic virtue, namely inquisitiveness about the way things hang together. Understanding of humanly important causal dependencies is also the basic factual-theoretic ingredient of wisdom on the anthropocentric view proposed in the article. It appears at two levels. At the first level of immediate, spontaneous wisdom, it is paired with practical knowledge and motivation ( phronesis ), and encompasses understanding of oneself (a distinct level of self-knowledge having (...) to do with one’s dispositions capacities, vulnerabilities, and ways of reacting), of other people, of possibilities of meaningful life, and of relevant courses of events. It is partly resistant to skeptical scenarios, but not completely. On the second and reflective level, understanding helps fuller holistic integration of one’s first order practical and factual-theoretic knowledge and motivation, thus minimizing potential and actual conflicts between all these components. It also participates in the reflective control whose exercise is needed for full reflective wisdom, the crucial epistemic-practical virtue or human excellence. (shrink)

In the past, several researchers in the field of physiotherapy have asserted that physiotherapy clinicians rarely use ethical knowledge to solve ethical issues raised by their practice. Does this assertion still hold true? Do the theoretical frameworks used by researchers and clinicians allow them to analyze thoroughly the ethical issues they encounter in their everyday practice? In our quest for answers, we conducted a literature review and analyzed the ethical theoretical frameworks used by physiotherapy researchers and clinicians to (...) discuss the ethical issues raised by private physiotherapy practice. Our final analysis corpus consisted of thirty-nine texts. Our main finding is that researchers and clinicians in physiotherapy rarely use ethical knowledge to analyze the ethical issues raised in their practice and that gaps exist in the theoretical frameworks currently used to analyze these issues. Consequently, we developed, for ethical analysis, a four-part prism which we have called the Quadripartite Ethical Tool (QET). This tool can be incorporated into existing theoretical frameworks to enable professionals to integrate ethical knowledge into their ethical analyses. The innovative particularity of the QET is that it encompasses three ethical theories (utilitarism, deontologism, and virtue ethics) and axiological ontology (professional values) and also draws on both deductive and inductive approaches. It is our hope that this new tool will help researchers and clinicians integrate ethical knowledge into their analysis of ethical issues and contribute to fostering ethical analyses that are grounded in relevant philosophical and axiological foundations. (shrink)

Resumen: El artículo es la primera parte de un trabajo académico que estudia los fundamentos teórico-conceptuales de la propuesta metodológica de Norman Fairclough e Isabela Fairclough, especialmente la relación entre el concepto de contexto y deliberación con los que sustentan que el discurso político de un determinado actor político para ser político debe pertenecer a un contexto institucionalizado. Tesis que defienden desde la naturaleza política de Aristóteles concebida como un medio para llegar cooperativamente y a través de la acción de (...) la deliberación a asuntos de interés común. Si bien la naturaleza de la política en Aristóteles tiene como esencia la acción humana y la deliberación, también es claro en su política que los esclavos no deliberan. Se pretende mostrar la manera como Norman Fairclough e Isabela Fairclough lidian con la exclusión aristotélica para contribuir al desarrollo teórico-conceptual del análisis crítico del discurso.: This article is the first part of an academic work that studies the theoretical-conceptual foundations of the methodological proposal of Norman Fairclough and Isabela Fairclough, especially the relationship between the concept of context and deliberation with those who support that the political discourse of a given political actor must belong to an institutionalized context. Thesis that they defend from the concept of political nature from Aristotle, conceived to arrive cooperatively and through the action of deliberation to matters of common interest. While the nature of Aristotle's politics is based on human action and deliberation, it is also clear in its policy that slaves do not deliberate. It is intended to show the way Norman Fairclough and Isabela Fairclough deal with Aristotelian exclusion to contribute to the theoretical-conceptual development of critical discourse analysis. (shrink)

The concern for the role of emotion in argumentative encounters has rested upon the concept of emotion as arguments, emotions to obtain the adherence of the audience and reflect the virtues of a good arguer. In this paper, we focus on understanding emotion and argumentation based on cognitive approaches that identify the relationship between the two elements, to propose the use of emotion regulation strategies in deliberative dialogue. Bearing in mind that the intensity of emotional responses may, in some cases, (...) hamper one’s capacity to solve problems during a practical argument, we suggest that the use of emotion regulation strategies may favor deliberative dialogue, leading to more adaptive emotional responses and, in turn, better argumentative encounters, rendering decision-making more efficient. This article conceptualizes argumentation, revealing the historical path of emotion in studies on argumentation. It presents the concepts of emotion and emotion regulation, followed by the function of emotion regulation in argumentative encounters, illustrating this in two different situations. We conclude with the contribution made by the use of strategies for emotion regulation during deliberative dialogue. (shrink)

Questions of both a theoretical and methodological nature are raised concerning Harcum's interesting paper on the resolution of the free will issue. The theoretical questions deal with the meaning of "free" as the supposed capricious disregard of environmental circumstances, the theoretical perspective from which agency is construed, the sort of causation that is involved, the choice of a predication model rather than a mediation model, and the role of opposition in framing alternatives. Methodological questions raised center on (...) the role of the experimental instruction, manipulation of the independent variable, and the reliance on randomness or error variance in the validation of free will conceptions. It is concluded that Harcum's findings are consistent with human agency, but that his theoretical account requires some rethinking. (shrink)

The main task of a critical theory of medicine should be to develop a perspectival, context-fair, and multidimensional science of actions which integrates both diversity and heterogeneity within medicine without eliminating either one. Such a theory should employ diversity in the following areas: (1) in systems, subsystems, and professions, because different medical professions embody different health-care subsystems, thereby influencing the way manpower is utilized, (2) in actors, (e.g., patients, health-care experts, and society), processes, and situations, because each actor potentially conceptualizes (...) health, illness, and desired outcomes differently; and (3) in models of medicine (i.e., as an object science versus an action science). Situational influences modify concepts and explanatory models; even the particular terms, such as illness, disease, and sickness, are not necessarily concordant with each other. (shrink)

This study aims to open a critical scenario on the current paradigm of reference for teaching sports techniques by pointing to a methodological perspective that is more in keeping with the theoretical reference framework of the ecological-dynamic approach. Currently, the Constraints-led Approach is considered very useful for teaching sports techniques; however, the transition from pure theory to practice is not so simple and consistent with the heuristic learning paradigm. The purpose is to highlight, starting from the theoretical lines, (...) the methodological applications of the different ways of applying the reference paradigm, analyzing the contrasts of the significant aspects and the uniqueness and unrepeatability of heuristic learning. For this purpose, an in-depth review of the scientific literature was conducted, highlighting the main critical points of the approach, also defined as nonlinear, with the consequent elaboration of operational proposals for the various macro-families of sports. (shrink)

B a c k g r o u n d. Deng Xiaoping is considered the main architect of socialist reforms and the founder of China's modernization theory. He mastered and developed the socialist system, trying to adjust it to the national conditions of China. Deng Xiaoping believed that it was by following the course of "socialism with Chinese characteristics" that China would transform from a poor country into a highly developed one. The article provides a theoretical reconstruction of the (...) main content of Deng Xiaoping's concept of "socialism with Chinese characteristics." The main philosophical and socio-political aspects of the concept of building socialism with Chinese characteristics are presented in a systematic form in the context of the foundations of Chineseization of Marxism. M e t h o d s. In the article, a historical-logical approach was used to reveal the specified research topic, which allowed us to determine the socio-political prerequisites for the emergence of Chineseized Marxism. An interdisciplinary approach made it possible to carry out a theoretical analysis of social, economic, and political changes in modern China, which were caused by the proposed theory of Deng Xiaoping's "socialism with Chinese characteristics". Systemic, structural-functional, and constructivist methods, as well as methods of synthesis and generalization, were also applied. R e s u l t s. Because of the above, the purpose of this study was to carry out a theoretical reconstruction of Deng Xiaoping's theory of building "socialism with Chinese characteristics" and to find out how his ideas influenced the development of modern China after the completion of the "Great Leap Forward" and the "Cultural Revolution" of Mao Zedong. The key features of Deng Xiaoping's proposed theory of "socialism with Chinese characteristics" were established, including the idea of democratization of society and implementation of the legal basis of state functioning; the beginning of a new period of "reforms and openness"; determining the course for socialist modernization; following Marxism-Leninism and the ideas of Mao Zedong. C o n c l u s i o n s. In conclusion, it can be noted that the main feature of Deng Xiaoping's ideas was that they were inextricably linked with the national and cultural traditions of Chinese civilization, starting from Confucianism and the gradual synthesis with Marxist ideology. Evaluating the theory of Deng Xiaoping, it can be defined as a relatively complete scientific system that covers the fields of philosophy, political economy, and scientific socialism, it contains the doctrine of socialist ideology, and the doctrine of the essence and ways of socialist development, theories of the reform of socialist political and economic systems, the theory of building a socialist country. (shrink)

We often treat our basic, unmotivated desires as reason-giving: you’re thirsty and take yourself to have a reason to walk to the drinking fountain; you care intrinsically about your young daughter and take yourself to have a reason to feed and clothe her. We think these desires generate normative practical reasons. But are there basic desires that don’t? It might seem so, for we sometimes find ourselves impelled to do some very strange, and some very awful, things. For example, would (...) a loving mother with a violent impulse thereby come to have a reason to harm her beloved child? Let’s grant, for the sake of argument, that there are basic desires, such as the mother’s, that fail to generate reasons. Can a subjectivist, a theorist in the Humean tradition, accept this thesis? Against the historical grain, I argue yes. I frame my discussion in terms of solving a puzzle in Harry Frankfurt’s subjectivist theory of rational agency and appeal to the concept of a personal ideal to reveal how a subjectivist, a follower of Hume, can countenance the existence of “rationally impotent basic desires.”. (shrink)

Mitochondria can change their shape from discrete isolated organelles to a large continuous reticulum. The cellular advantages underlying these fused networks are still incompletely understood. In this paper, we describe and compare hypotheses regarding the function of mitochondrial networks. We use mathematical and physical tools both to investigate existing hypotheses and to generate new ones, and we suggest experimental and modelling strategies. Among the novel insights we underline from this work are the possibilities that (i) selective mitophagy is not required (...) for quality control because selective fusion is sufficient; (ii) increased connectivity may have non‐linear effects on the diffusion rate of proteins; and (iii) fused networks can act to dampen biochemical fluctuations. We hope to convey to the reader that quantitative approaches can drive advances in the understanding of the physiological advantage of these morphological changes. (shrink)

Halvorson argues through a series of examples and a general result due to Myers that the “semantic view” of theories has no available account of formal theoretical equivalence. De Bouvere provides criteria overlooked in Halvorson’s paper that are immune to his counterexamples and to the theorem he cites. Those criteria accord with a modest version of the semantic view that rejects some of Van Fraassen’s apparent claims while retaining the core of Patrick Suppes’s proposal. I do not endorse (...) any version of the semantic view of theories. (shrink)

A basic function of cognition is to detect regularities in sensory input to facilitate the prediction and recognition of future events. It has been proposed that these implicit expectations arise from an internal predictive coding model, based on knowledge acquired through processes such as statistical learning, but it is unclear how different types of statistical information affect listeners’ memory for auditory stimuli. We used a combination of behavioral and computational methods to investigate memory for non-linguistic auditory sequences. Participants repeatedly heard (...) tone sequences varying systematically in their information-theoretic properties. Expectedness ratings of tones were collected during three listening sessions, and a recognition memory test was given after each session. Information-theoretic measures of sequential predictability significantly influenced listeners’ expectedness ratings, and variations in these properties had a significant impact on memory performance. Predictable sequences yielded increasingly better memory performance with increasing exposure. Computational simulations using a probabilistic model of auditory expectation suggest that listeners dynamically formed a new, and increasingly accurate, implicit cognitive model of the information-theoretic structure of the sequences throughout the experimental session. (shrink)

This is a survey of work on set-theoretical invariance criteria for logicality. It begins with a review of the Tarski-Sher thesis in terms, first, of permutation invariance over a given domain and then of isomorphism invariance across domains, both characterized by McGee in terms of definability in the language L∞,∞. It continues with a review of critiques of the Tarski-Sher thesis, and a proposal in response to one of those critiques via homomorphism invariance. That has quite divergent characterization (...) results depending on its formulation, one in terms of FOL, the other by Bonnay in terms of L∞,∞, both without equality. From that we move on to a survey of Bonnay’s work on similarity relations between structures and his results that single out invariance with respect to potential isomorphism among all such. Turning to the critique that calls for sameness of meaning of a logical operation across domains, the paper continues with a result showing that the isomorphism invariant operations that are absolutely definable with respect to KPU−Inf are exactly those definable in full FOL; this makes use of an old theorem of Manders. The concluding section is devoted to a critical discussion of the arguments for set-theoretical criteria for logicality. (shrink)

Patient-reported outcome measures (PROMs) are increasingly used to assess multiple facets of healthcare, including effectiveness, side effects of treatment, symptoms, health care needs, quality of care, and the evaluation of health care options. There are thousands of these measures and yet there is very little discussion of their theoretical underpinnings. In her 2008 Presidential address to the Society for Quality of Life Research (ISOQoL), Professor Donna Lamping challenged researchers to grapple with the theoretical issues that arise from these (...) measures. In this paper, I attempt to do so by arguing for an analogy between PROMs and Hans-Georg Gadamer’s logic of question and answer. While researchers readily admit that the constructs involved in PROMs are imperfectly understood and lack a gold standard, they often ignore the consequences of this fact. Gadamer’s work on questions and their importance to philosophical hermeneutics helps to show that the questions researchers ask about such constructs are also imperfectly understood. I argue that these questions should not be standardized, and I instead propose a theoretical framework that understands PROMs as posing genuine questions to respondents—questions that are open to reinterpretation. (shrink)

One of the intriguing features of the semantic theories proposed by Jerry Fodor and Jerrold Katz is that they attempt to provide a criterion for semantic anomaly. Ostensibly, the criterion would enable one to determine when a phrase is semantically absurd or incongruous even in cases where the phrase appears to be grammatically proper. For example, phrases such as ‘spinster insecticide’ and ‘female uncle’ would be marked as anomalous in the semantic theory even though they seem grammatically on a par (...) with ‘gaseous insecticide’ and ‘unemployed uncle’.Recently, however, a number of criticisms have been raised concerning the theoretical devices that Fodor and Katz supply for marking such anomalies. In this essay I want to examine these criticisms and suggest a modification of the theories which would answer the critics on this point and, at the same time, significantly enhance the explanatory power of the theories. (shrink)

It is a platitude among decision theorists that agents should choose their actions so as to maximize expected value. But exactly how to define expected value is contentious. Evidential decision theory (henceforth EDT), causal decision theory (henceforth CDT), and a theory proposed by Ralph Wedgwood that this essay will call benchmark theory (BT) all advise agents to maximize different types of expected value. Consequently, their verdicts sometimes conflict. In certain famous cases of conflict—medical Newcomb problems—CDT and BT seem to get (...) things right, while EDT seems to get things wrong. In other cases of conflict, including some recent examples suggested by Andy Egan, EDT and BT seem to get things right, while CDT seems to get things wrong. In still other cases, EDT and CDT seems to get things right, while BT gets things wrong. It's no accident, this essay claims, that all three decision theories are subject to counterexamples. Decision rules can be reinterpreted as voting rules, where the voters are the agent's possible future selves. The problematic examples have the structure of voting paradoxes. Just as voting paradoxes show that no voting rule can do everything we want, decision-theoretic paradoxes show that no decision rule can do everything we want. Luckily, the so-called “tickle defense” establishes that EDT, CDT, and BT will do everything we want in a wide range of situations. Most decision situations, this essay argues, are analogues of voting situations in which the voters unanimously adopt the same set of preferences. In such situations, all plausible voting rules and all plausible decision rules agree. (shrink)

Thought Theory seems to provide an answer to the paradox of fiction which has the ontological merits of current pretence accounts without, however, assuming mere pretence emotions. This article will question whether present formulations of TT live up to what they promise. Whenever its current versions try to include evaluative beliefs in a TT framework in order to comply with a cognitivist account of emotions, they either stop being a genuine thought theory or endorse the irrationalism of fictional emotions. This (...) unfortunate outcome can be prevented by shifting the focus to thoughts, and specifically to the genetic dynamics of how we come to think of the objects in question. This is at least what we can learn from Edmund Husserl, who developed a still underestimated account according to which it is possible to have the belief that x merits evaluation as appearing emotion-worthy without this belief implying that x merits being believed to exist. (shrink)

Glymour and Quine propose two different formal criteria for theoretical equivalence. In this paper we examine the relationships between these criteria.

Following insights from the New Theory of Reference, it has become widely accepted that theoretical identities like ‘water = H2O' are necessary. However, some have challenged this claim. I propose yet another challenge in the form of a sceptical argument. The argument is based on the contention that the necessity of theoretical identities is dependent upon criteria of identity. Thus, a theoretical identity is necessary given one criterion of identity but contingent given another. Since we do not (...) know which criteria of identity in fact obtain, it follows that, for all we know, theoretical identities may not be necessary. (shrink)

The paper proposes a semantic value for the logical constants (connectives and quantifiers) within the framework of proof-theoretic semantics, basic meaning on the introduction rules of a meaning conferring natural deduction proof system. The semantic value is defined based on Fregecontributions” to sentential meanings as determined by the function-argument structure as induced by a type-logical grammar. In doing so, the paper proposes a novel proof-theoretic interpretation of the semantic types, traditionally interpreted in Henkin models. The compositionality of the resulting attribution (...) of semantic values is discussed. Elsewhere, the same method was used for defining proof-theoretic meaning of subsentential phrases in a fragment of natural language. Doing the same for (the simpler and clearer case of) logic sheds more light on the proposal. (shrink)

Donald Davidson was one of the most influential philosophers of the last half of the 20th century, especially in the theory of meaning and in the philosophy of mind and action. In this paper, I concentrate on a field-shaping proposal of Davidson’s in the theory of meaning, arguably his most influential, namely, that insight into meaning may be best pursued by a bit of indirection, by showing how appropriate knowledge of a finitely axiomatized truth theory for a language can (...) put one in a position both to interpret the utterance of any sentence of the language and to see how its semantically primitive constituents together with their mode of combination determines its meaning (Davidson 1965, 1967, 1970, 1973a). This project has come to be known as truth-theoretic semantics. My aim in this paper is to render the best account I can of the goals and methods of truth-theoretic semantics, to defend it against some objections, and to identify its limitations. Although I believe that the project I describe conforms to the main idea that Davidson had, my aim is not primarily Davidson exegesis. I want to get on the table an approach to compositional semantics for natural languages, inspired by Davidson, but extended and developed, which I think does about as much along those lines as any theory could. I believe it is Davidson’s project, and I defend this in detail elsewhere (Ludwig 2015; Lepore and Ludwig 2005, 2007a, 2007b, 2011). But I want to develop and defend the project while also exploring its limitations, without getting entangled in exegetical questions. (shrink)

According to Aristotle's definition of episteme in the Posterior Analytics, you have episteme of the proposition that P when you know why P, and you know that it is necessary that P. Episteme is therefore only available for propositions which have an explanation, i.e. the theorems of the science. It is a demanding cognitive state, since knowing the explanation of a proposition in a science requires being able to demonstrate or prove it. Aristotle occasionally refers to the counterpart notion to (...) episteme which applies to propositions which lack an explanation, i.e. the first principles of a science. This counterpart notion is nous, or non-demonstrative understanding. Aristotle never defines it, but it should turn out to be an equally demanding cognitive state to achieve. This paper proposes that you have nous of the proposition that P when you know that nothing explains why P, you know the various ways in which the proposition that P features in explanations in the science, and you know that it is necessary that P. (shrink)

The purpose of the current research was to present a proposed outline for an introductory textbook for Theology faculties students. This outline is based on the Common European Framework of Reference for Language Learning, Teaching, and Assessment. The research problem was determined in the need of more academic contributions that can enrich the process of designing educational textbooks and programs which sometimes are not based on sound linguistic and educational foundations, in addition to, the lack of procedural steps for designing (...) an introductory textbook for Arabic language learners in Theology faculty in order to enrich them with the desired linguistic inventory. This can be confirmed by research that indicated a deficiency in the attention given to designing learning textbooks for Arabic language learners in general and for preparatory year students in particular. To address this problem, the research determined the standards of the linguistic performance for the introductory textbooks, the appropriate performance indicators for each standard, the appropriate assessment methods for both linguistic performance and linguistic aspects, then presented the final proposed outline for the introductory textbook in light of the European reference framework." The research utilized the descriptive analytical approach. The theoretical framework of the research consists of two chapters. The first chapter presented the status quo of teaching Arabic language in the preparatory year of theology faculty in Turkey. The second chapter presented the teaching of the Arabic language at the preparatory level in light of the Common European Framework of Reference for Language learning, teaching and assessment. It also presented the specification table of the introductory level mentioned in the Common European Framework of Reference. The research provided a proposed outline and presented linguistic performance indicators and linguistic aspects. Then, it highlighted the importance of cultural content and the assessment methods that can be utilized in the introductory textbook. The research then presented suggestions on the production of the textbook. The conclusion of the research emphasized the importance of having an outline for designing an introductory Arabic language textbook for Turkish theology students in light of the Common European Framework of Reference especially that the available textbooks in the preparatory year is still few and the field is still in need for more attention to accomplish the desired targets; among them, is addressing the individual differences issue among learners and helping teachers to present the subject matter to the learners who are diverse in their cognitive levels as they have linguistic systems that have its phonic, grammatical, morphological, semantic and structural features. The research demonstrated the importance of the paper textbook due to its unique role in the learning and teaching process regardless of its type, pattern, or content. The research emphasized that the adoption of a common framework-based introductory textbook by theology faculty will accomplish numerous benefits. These include reaching a consensus on the level of competence that students are expected to achieve by the end of the preparatory year. In light of the research problem and its revealed findings, the research recommended the importance of designing textbooks and educational series in line with global reference frameworks and reconsidering the content of some preparatory level textbooks. Additionally, the research highlighted the importance of organizing workshops to train Arabic language teachers to use reference frameworks to develop students’ linguistic skills. The research recommended that it is necessary to prepare proposed outlines for other levels, such as the novice, intermediate, and advanced, in light of the European reference framework. (shrink)

In this paper we argue that an account of proof-theoretic harmony based on reductions and expansions delivers an inferentialist picture of meaning which should be regarded as intensional, as opposed to other approaches to harmony that will be dubbed extensional. We show how the intensional account applies to any connective whose rules obey the inversion principle first proposed by Prawitz and Schroeder-Heister. In particular, by improving previous formulations of expansions, we solve a problem with quantum-disjunction first posed by Dummett. As (...) recently observed by Schroeder-Heister, however, the specification of an inversion principle cannot yield an exhaustive account of harmony. The reason is that there are more collections of elimination rules than just the one obtained by inversion which we are willing to acknowledge as being in harmony with a given collection of introduction rules. Several authors more or less implicitly suggest that what is common to all alternative harmonious collection of rules is their being interderivable with each other. On the basis of considerations about identity of proofs and formula isomorphism, we show that this is too weak a condition for a given collection of elimination rules to be in harmony with a collection of introduction rules, at least if the intensional picture of meaning we advocate is not to collapse on an extensional one. (shrink)

My aim in this paper is to propose what seems to me a distinctive approach to set theoretic methodology. By ‘methodology’ I mean the study of the actual methods used by practitioners, the study of how these methods might be justified or reformed or extended. So, for example, when the intuitionist's philosophical analysis recommends a wholesale revision of the methods of proof used in classical mathematics, this is a piece of reformist methodology. In contrast with the intuitionist, I will focus (...) more narrowly on the methods of contemporary set theory, and, more importantly, I will certainly recommend no sweeping reforms. Rather, I begin from the assumption that the methodologist's job is to account for set theory as it is practiced, not as some philosophy would have it be. This credo lies at the very heart of the so-called ‘naturalism’ to be described here.A philosopher looking at set theoretic practice from the outside, so to speak, might notice any number of interesting methodological questions, beginning with the intuitionist's ‘why use classical logic?’, but this sort of question is not a live issue for most practicing set theorists. One central question on which the philosopher's and the practitioner's interests converge is this: what is the status of independent statements like the continuum hypothesis (CH)? A number of large questions arise in its wake: what criteria should guide the search for new axioms? For that matter, what reasons support our adoption of the old axioms? (shrink)

Many thought experiments are used to probe theoretical statements. One crucial strategy for doing this, or so I will argue, is the following. A TE reveals an inconsistency in part of our previously held, sometimes empirically well-established, theoretical statements. A TEer or her critic then proposes a resolution in the form of a conjecture, a hypothesis that merits further investigation. To explore this characterisation of the epistemic function of such TEs, I clarify the nature of the inconsistencies revealed (...) by TEs, and how TEs reveal and resolve them. I argue that this can be done without settling the question of which cognitive processes are involved in performing a TE; be they propositional or non-propositional. The upshot is that TEs’ reliability, like real experiments, is to be found, in part, in their replicability by the epistemic community, not in their cognitive underpinnings. (shrink)

Revenge arguments purport to show that any proposed solution to the semantic paradoxes generates new paradoxes that prove that solution to be inadequate. In this paper, I focus on revenge arguments that employ the model-theoretic semantics of a target theory and I argue, contra the current revenge-theoretic wisdom, that they can constitute genuine expressive limitations. I consider the anti-revenge strategy elaborated by Field and argue that it does not offer a way out of the revenge problem. More generally, I argue (...) that the difference between ‘standard’ and ‘revenge’ paradoxes is ill-conceived and should be abandoned. This will contribute to show that the theories that provide a uniform account of truth and other semantic notions are the ones best equipped to avoid the paradoxes altogether—‘standard’ and ‘revenge’ alike. (shrink)

Although it is not yet officially recognized as a clinical entity which is diagnosable, Internet Gaming Disorder (IGD) has been included in section III for further study in the DSM-5 by the American Psychiatric Association (APA, 2013). This is important because there is increasing evidence that people of all ages, in particular teens and young adults, are facing very real and sometimes very severe consequences in daily life resulting from an addictive use of online games. This article summarizes general aspects (...) of IGD including diagnostic criteria and arguments for the classification as an addictive disorder including evidence from neurobiological studies. Based on previous theoretical considerations and empirical findings, this paper examines the use of one recently proposed model, the Interaction of Person-Affect-Cognition-Execution (I-PACE) model, for inspiring future research and for developing new treatment protocols for IGD. The I-PACE model is a theoretical framework that explains symptoms of Internet addiction by looking at interactions between predisposing factors, moderators, and mediators in combination with reduced executive functioning and diminished decision making. Finally, the paper discusses how current treatment protocols focusing on Cognitive-Behavioral Therapy for Internet addiction (CBT-IA) fit with the processes hypothesized in the I-PACE model. (shrink)

Much of social life now takes place online, and records of online social interactions are available for social science research in the form of massive digital text archives. But cultural social science has contributed little to the development of machine-assisted text analysis methods. As a result few text analysis methods have been developed that link digital text data to theories about culture and discourse. This paper attempts to lay the groundwork for development of such methods by proposing metatheoretical and (...) class='Hi'>theoretical foundations suitable for machine-assisted semantic text analysis. Metatheoretically I draw on the work of Elder-Vass, Kaidesoja and others to argue that digital text analysis methods ought to be based on a realist constructionist ontology that treats discourses as ontologically real emergent social entities that have causal relationships with non-discursive social and cognitive processes. Theoretically I follow Feldman and many others in arguing that language is fundamentally shaped by processes of embodied cognition. Researchers developing digital text analysis techniques must theoretically account for such processes if they wish to produce algorithms that can interpret texts in ways that supplement, and not only amplify, human interpretation. I critically survey contemporary text analysis methods that implicitly share these metatheoretical and theoretical positions and discuss some ways these can be further developed with newly available software. (shrink)

Since communication and expression are central aspects of music performance it is important to develop a systematic pedagogy of teaching children and teenagers expressiveness. Although research has been growing in this area a comprehensive literature review that unifies the different approaches to teaching young musicians expressiveness has been lacking. Therefore, the aim of this article is to provide an overview of literature related to teaching and learning of expressiveness from music psychology and music education research in order to build a (...) new theoretical framework for teaching and learning expressive music performance in instrumental music lessons with children and teenagers. The article will start with a brief discussion of interpretation and expression in music performance, before providing an overview of studies that investigated teaching and learning of performance expression in instrumental music education with adults and children. On the foundation of this research a theoretical framework for dialogic teaching and learning of expressive music performance will be proposed and the rationale explained. Dialogic teaching can be useful for scaffolding young musicians’ learning of expressivity as open questions can stimulate thinking about the interpretation and may serve to connect musical ideas to the embodied experience of the learner. A “toolkit” for teaching and learning of expressiveness will be presented for practical application in music lessons. In addition, a theoretical model will be proposed to further our understanding of teaching and learning of expressive music performance as a multifaceted and interactive process that is embedded in the context of tutors’ and learners’ experiences and environment. Finally, implications of this framework and suggestions for future research will be discussed. (shrink)

The hypothesis of a theoretical unity between On Sophistical Refutations and Prior Analytics presents a major challenge to scholars attempting to unify the criteria of analysis. This paper examines this problem and proposes a middle ground between the perspectives of Woods and Boger to address this crucial question: If a unitary and coherent theory of deduction exists, why does not the technical apparatus of syllogistic modes for analyzing fallacies appear in SE? This paper makes useful contributions to the discussion (...) on the internal unity of Aristotle's logical writings on around categorical syllogistics and the doctrine of sophistical refutations. (shrink)

The focus of this article is the view about fundamental natural properties known as dispositional monism. This is a holistic view about nature, according to which all properties are essentially interrelated. The general question to be addressed concerns what kinds of features relational structures of properties should be thought to have. I use Bird's graph-theoretic framework for representing dispositional structures as a starting point, before arguing that it is inadequate in certain important respects. I then propose a more parsimonious graph-theoretic (...) system, which, among other things, overhauls Bird's distinction between stimulus and manifestation relations. (shrink)