Quantum mechanics is humanity's finest scientific achievement. It explains why the sun shines and how your eyes can see. It's the theory behind the LEDs in your phone and the nuclear hearts of space probes. Every physicist agrees quantum physics is spectacularly successful. But ask them what quantum physics means, and the result will be a brawl. At stake is the nature of the Universe itself. What does it mean for something to be real? What is the role of consciousness (...) in the Universe? And do quantum rules apply to very small objects like electrons and protons, but not us? In What is Real?, Adam Becker brings to vivid life the brave researchers whose quest for the truth led them to challenge Bohr: David Bohm, who picked up Einstein's mantle and sought to make quantum mechanics deterministic, all while being hounded by the forces of McCarthyism; Hugh Everett, who argued that everything, big and small, must be governed by the same rules; and John Bell, who went to great lengths to eradicate the power of the god-like observer from the core of quantum physics. And they paid dearly, their reputations, careers, and sometimes lives ruined completely. But history has been kinder to them than their contemporaries were. As Becker shows, the brave intellectual giants have inspired a growing army of physicists and philosophers intent both on making a philosophically more satisfying theory of the universe and a more useful one as well. A gripping story of some of humanity's greatest ideas and the high cost with which many have pursued them, What is Real? is intellectual history at its passionate best. (shrink)

We present an experiment designed to investigate three different mechanisms to achieve impartiality in distributive justice. We consider a first-person procedure, inspired by the Rawlsian veil of ignorance, and two third-party procedures, an involved spectator and a detached observer. First-person veiled stakeholders and involved spectators are affected by an initially unfair distribution that, in the stakeholders’ case, is to be redressed. We find substantial differences in the redressing task. Detached observers propose significantly fairer redistributions than veiled stakeholders or involved spectators. (...) Risk preferences partly explain why veiled stakeholders propose less egalitarian redistributions. Surprisingly, involved spectators, who are informed about their position in society, tend to favour stakeholders holding the same position as they do after the initial distribution. (shrink)

Despite evidence in college students indicating a hunger for spiritual insight and spirituality’s application in health care, there continues to be guardedness within the academy towards inclusion of curricula that address spirituality. The purpose of this article is to examine the ethical considerations of teaching spirituality in the academy by describing current trends, issues relevant to nursing education and practice, legitimate concerns of the academy, and the importance of an ethical instructional response when teaching about spirituality. Data supporting the interest (...) and desire by students to explore meaning and purpose in the context of spirituality will be presented. Challenges and barriers inherent in teaching this topic will be described, including the affective response, the lack of a universally accepted definition of spirituality, and spirituality’s relationship to religion. Pedagogical strategies consistent with an ethical instructional response will be discussed as the key to eliciting trust within the academy. A model of teaching spirituality and health will be offered to illustrate these possibilities. (shrink)

SummaryChallenging the common conception of Jean Bodin as an ‘anti-Aristotelian’ thinker, this article places Bodin's political thought in the context of oeconomics—the science, or art of the household—as it had developed in medieval and Renaissance commentaries on Aristotle's practical philosophy. The article argues that he thereby took part in a longstanding discussion in European political thought which saw the household as possessing a political dimension. Bodin's thought on the family is central to both his universal claims pertaining to his notion (...) of the political and his more particular interest in sovereignty and the origins of absolutism. The article explores Bodin's analysis of the household as the starting point of his inquiry into the nature of a commonwealth and the foundation of his conception of the state; it examines the relationship of la police and l'oeconomie in detail, and argues that the conjugal relationship is the determinant for Bodin's conception of absolute rule and of the origins of supreme power. (shrink)

1. Reasoning about action and change, or more generally reasoning about dynamic systems, is not only central to knowledge representation and reasoning but at the heart of computer science (Fisher e...

O relato de experiência teve como objetivo desenvolver práticas de humanização que promovam a saúde na equipe de Enfermagem de uma UTI Neonatal em um hospital catarinense. Participaram da atividade, sete profissionais; destes, três eram enfermeiros(as) e quatro eram técnicas de Enfermagem. Realizaram-se encontros semanais com duração de uma hora, cujo método estruturou-se em três módulos denominados: Módulo 1: Autocuidado; Módulo 2: Trabalho em Equipe e Módulo 3: Processos reflexivos. Para o alcance dos objetivos estabeleceram-se técnicas de dinâmicas de grupo (...) e rodas de conversa. Os resultados possibilitaram novas reflexões sobre o autoconhecimento, troca de saberes entre os profissionais, bem como estratégias de resolução de conflitos. Sugere-se a continuidade de intervenções que preconizem a humanização, não somente nesse contexto, mas em diversos serviços de assistência à saúde. (shrink)

The paper presents a new proposal how to explain pictorial representation. Starting point is the phenomenological idea that pictures, in the first place, make something visible (instead of being a sign of something). Making something visible is taken as an achievement of the faculty of imagination, and the faculty of imagination in turn is taken to be a variety of our faculty to simulate (referring here to the concept of simulation as it is used in contemporary cognitive psychology, according to (...) which the ability to simulate e.g. other minds is the ability to reenact somebody else’s cognitive processes). Taken together, these pieces come down to the claim that pictorial representation of some x is simulating the perception of x with pictorial means; pictures prompt and guide such a simulation. Crucial is the addition »with pictorial means«. Picture-based simulation has constraints, which differ from those of perception and imagination. Therefore, in picture-based simulation perceptual processes are not simply copied but re-modeled and open to modification. The primary means of such modification are provided by the properties of pictures as material objects, such as their having a frame which encloses a two-dimensional surface. Therefore, being a material object promotes and shapes pictorial representation, instead of hampering it. (shrink)

This book adds impetus to the nexus between human rights, human rights education and material reality. The dissonance between these aspects is of growing concern for most human rights educators in various social contexts. The first part of the book opens up new discourses and presents new ontologies and epistemologies from scholars in human rights, human rights education and human rights literacies to critique and/or justify the understandings of human rights' complex applications. Today's rapidly changing social contexts and new languages (...) attempting to understand ongoing dehumanization and violations, put enormous pressure on higher education, educators, individuals working in social sciences, policy makers and scholars engaged in curricula making. The second part demonstrates how global interactions between citizens from different countries with diverse understandings of human rights (from developed and developing democracies) question the link between human rights and it's in(ex)clusive Western philosophies. Continuing inhumane actions around the globe reflect the failure of human rights law and human rights education in schools, higher education and society at large. The book shows that human rights education is no longer a blueprint for understanding human rights and its universal or contextual values presented for multicomplexial societies. The final chapters argue for new ontologies and epistemologies of human rights, human rights education and human rights literacies to open-up difficult conversations and to give space to dissonant and disruptive discourses. The many opportunities for human rights education and literacies lies in these conversations. (shrink)

Thirteen English-language papers, the proceedings of a conference held in Frankfurt in 2000, examine the culture of knowledge that surrounded Plato, contrasting it with Plato's idealised theory of knowledge. These specialised and annotated papers closely examine a number of Platonic texts including the Republic, Symposium and Gorgias. Extracts are in English translation.

Name der Zeitschrift: Deutsche Zeitschrift für Philosophie Jahrgang: 65 Heft: 6 Seiten: 1057-1083.

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The naive misunderstanding among economists of the relationship between economics and philosophy is as profound as it is prevalent. To be sure, economists have concerned themselves with the philosophy of economics only so much as to familiarize themselves with methodology and its application to economic inquiry. Since economics is the oldest and perhaps the most “respectable” of the social sciences its scholars have developed a phobia for anything they might suspect to be even remotely unscientific. Consequently, they have erroneously narrowed (...) their understanding of the nature of economics. This narrowness prevails largely because most economists possess little or no training in general philosophy and especially in the philosophy of science. As a result of this apparent deficiency there exists in the minds of these economists confusion and inability to distinguish between teleology, axiology, and ethics as they do or do not apply to economics. (shrink)

I came to this review not as an emerging scholar in political science or philosophy, but rather in language education. As such, the questions that I brought to the text were informed by my disciplinary formation and professional aspirations. I wondered: What benefits might language educators in the twenty-first century derive from reading The Public and its Problems? How might Deweyan reflections on the public, the state, community, and democracy inform or refresh ongoing debates in my field? As I read, (...) it struck me that Dewey’s writings do not feature more prominently in my field despite a great deal of overlap between his beliefs and those of many contemporary language educators and researchers. While the.. (shrink)

How do listeners experience Jazz? This is a question also about how Jazz music organizes the listening time. A classically educated listener expects a piece of music to structure, unify and thereby re-constitute the externally given time frame. Such an expectation is foreign to Jazz music which doesn’t relate the moment to a goal provided by a large scale structure. Rather, one moment is carried on to the next, preserving the stimulus potentially ad infinitum. How does such an organization of (...) time affect the large scale form? The paper tries to answer this question by analyzing two examples which permit to trace the transformation of a classical form into a form germane to Jazz music. (shrink)