The concept of ‘time–slice’ turns out to be at best philosophically inconsequential, I argue. Influential philosophies of time as apparently diverse as those of Dummett, Lewis and Bergson, thus must come to grief. The very idea of ‘time–slice’ upon which they rest – the very idea of spatialising time, and of rendering the resulting ‘slices’ of potentially infinitely small measure – turns out on closer acquaintance not to amount to anything consequential that has yet been made sense of. Time (...) is, rather, a ubiquitous lived ‘tool’ for the organisation and co–ordination of human activities, a tool so completely involved in those activities that Anti–Realism about it is as unstateable as Realism about it is unnecessary. (shrink)

Examining the famous section 133 of the Philosophical Investigations, I seek to elucidate Wittgenstein’s extraordinary writing-stratagem. His writing has often been criticised as ‘obscure’—this evinces a fundamental failure to understand the way Wittgenstein writes, especially in those works where he laboured for years over how to present them. In his two masterworks, Wittgenstein operates as, in broadly Modernist terms, as an unreliable narrator. Wittgenstein seems to offer a theory to end all philosophical theories, in his early work. In his later (...) work, he seems to offer a discovery to end all philosophical discoveries. Both appearances are subtly, deliberately, seriously delusive. And necessarily so: any stratagem that does not involve such ‘indirection’ will tend to fall back into the very thing it criticises. I examine the well-known invocation of therapies and the discussion of ‘the real discovery’—the one that allegedly enables one to stop philosophising, in §133. The translation of 133 is pondered, and a reading proposed wherein this passage certainly does not amount to any crude ‘end of philosophy’ thesis, but is rather profoundly manifestative of the kind of aspect to Wittgenstein’s writing that Cavell has taught: i.e. 133 too turns out not to be a ‘statement’ of Wittgenstein’s ‘position’, but a set of temptations that need careful work by one to avoid entrapment by. (shrink)

Learning social studies content is important for all students, including those with severe disabilities. However, there is a limited amount of research that specifically examines teaching social studies to this population of students. Therefore, educators must look to research-based practices in other academic areas (e.g., English language arts) to determine new strategies to teach this important content. Using a multiple probe across participants design, three fifth-grade students with severe disabilities were taught to answer comprehension questions during read-alouds of social (...) studies text using a modified system of least prompts and graphic organizer. Findings indicate all students improved on the correct number of comprehension questions answered independently. Implications for practice and ideas for future research to teach social studies to students with severe disabilities are discussed. (shrink)

The Cratylus is Plato's principal discussion of language, and has generated immense interpretive controversy. This thesis offers a new interpretation of the Cratylus, starting from the idea that it is essentially a normative enquiry, to be interpreted alongside Plato's ethical and political works. Just as the Statesman attempts to determine the nature of the statesman, so too the basic project of the Cratylus is to discover what constitutes a true, correct name. But this aim is doomed in the case of (...) language: names turn out to be a kind of imitation, and as such incapable of real correctness. ;The Cratylus discusses two theories of 'the correctness of names': conventionalism and naturalism. First, Socrates refutes the conventionalist thesis that any name anyone sets down for an object is correct. This thesis is, I suggest, of interest as a reasonable way to support the commonsensical assumption that all actual names are correct--an assumption which would preclude Plato's normative project. Socrates then elaborates naturalism, with an outsize, vaguely playful etymological discussion which has baffled interpreters. I argue that the etymological section serves above all as an agonistic display, establishing the authority of the philosopher to determine the value of etymologising and to treat the subject of names as he deems fit. ;Etymology is succeeded by the mimetic account of names as imitations. This is followed by a 'reexamination' of naturalism in which Socrates apparently turns against it, concluding with a partial rehabilitation of convention. This conclusion is the other major interpretive stumbling-block of the Cratylus. Here I argue that no rejection of naturalism is implied. Rather, its status is shown to be limited by its own consequences--a paradox, but one which does amount to or entail conventionalism. This reading is developed further by reference to the similar position expressed in the Seventh Letter. ;An End-Note discusses the explanation of false statement presented in the Sophist: I argue against the common view that it uses syntactic ideas in a way which represents a significant departure from the Cratylus. (shrink)

The Sūktimuktāvalī, an anthology compiled in 1258 CE, is by far the most important source of testimonia for Bilhaṇa’s biographical mahākāvya, the Vikramāṅkadevacarita, composed ca. 1085. While the anthology’s value for the primary textual criticism of the kāvya is limited, its value for its interpretation is considerable: Bilhaṇa is the anthology’s most frequently cited poet, and its selection of his verses amounts to a reading of the poem as a whole. The recovery of this interpretation also provides the opportunity (...) to consider the anthology’s complex authorship and to situate it within the late medieval literary cultural history of western India. (shrink)

There is little empirical evidence showing a direct link between a capacity for statistical learning (SL) and proficiency with natural language. Moreover, discussion of the role of SL in language acquisition has seldom focused on literacy development. Our study addressed these issues by investigating the relationship between SL and reading ability in typically developing children and healthy adults. We tested SL using visually presented stimuli within a triplet learning paradigm and examined reading ability by administering the Wide Range (...) Achievement Test (WRAT-4; Wilkinson & Robertson, 2006). A total of 38 typically developing children (mean age of 9;5 years, range 6;4–12;5) and 37 healthy adults (mean age of 21 years, range 18–34) were assessed. In children, SL was significantly related to reading ability. Importantly, this relationship was independent of grade and also age. The adult data, too, revealed that SL was significantly related to reading ability. A regression analysis of the combined child and adult data revealed that SL accounted for a unique amount of variance in reading ability, after age and attention had been taken into consideration. For the first time, this study provides empirical evidence that a capacity for more effective SL is related to higher reading ability in the general population. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Reading BayleJohn Christian LaursenThomas M. Lennon. Reading Bayle. Toronto: University of Toronto Press, 1999. Pp. xi + 202. Cloth, $60.00. Paper, $19.95.One of the more philosophically interesting things about Pierre Bayle is the difficulty of interpreting his work. A myriad of interpretations have been advanced, but "the whole is [still] a riddle, an enigma, an inexplicable mystery"—to apply David Hume's famous judgment about religion to Bayle's (...) work. This book proposes a Bakhtinian reading of Bayle's philosophical activity, which means that Bayle is understood as letting his interlocutors speak for themselves in an ongoing dialogue over which he does not have full control and in which no one "wins." Bakhtin thought that Dostoevsky was the first major author to do this, but Lennon shows that he was anticipated by Bayle.The discussion is broken up into sections on Bayle's views of integrity, authority, toleration, idolatry, and providence. Integrity turns out to be largely a matter of honesty and fairness in dialogue, and at times it sounds like Bayle is prefiguring Habermas and discourse ethics or recent Anglo-American theories of deliberative democracy.Bayle's view of authority emerges from his analysis of the fact/law (fait/droit) distinction. [End Page 278] This was part of larger debates among Jansenists, Jesuits, and other philosophers such as Arnauld and Malebranche. Here, Lennon's intimate knowledge of seventeenth-century philosophy is put to good use. He shows that in Bayle's hands the distinction cannot hold up, as questions of fact and law are always mutually dependent and each can undermine the other. The upshot is that in the absence of truths of fact or law, dialogue is all that we have. That is good, because history cannot be used as a tool of oppression or homogenization if dialogue must go on forever.Some of the claims about Bayle that are advanced here are debatable. That Bayle "treated everyone with dignity" (44) is simply not true of his treatment of millenarians and others that he thought were fanatics. Rather than extending "toleration almost without limit" (74), he was downright intolerant of such folks. Lennon suggests that Bayle may not have fully thought through the question of the conscientious persecutor (85n.). It would have been appropriate to mention Bayle's reflections on this matter in his last work, the Réponse aux questions d'un provincial.The book contains valuable accounts of aspects of Bayle's debates with Pierre Jurieu, in which it often emerges that there was no great gulf of principle between the two arch-enemies. Disagreements with Ruth Whelan and Elisabeth Labrousse add to the interest of Lennon's discussion.Idolatry is one of Bayle's chief targets, and he finds it above all in the Catholic doctrine of transubstantiation. Lennon nicely shows how this amounts to Spinozism, which in turn explains Bayle's hostility to both Spinoza and Rome. Both stifle Bakhtinian dialogue.One very interesting section of the book is on lotteries, which have important theological and philosophical significance. Often-forgotten authors like Barbeyrac, Ricotier, and Leti are discussed on this issue. Insights here include the observation that "it is hard to imagine Bayle praying" (146). Indeed it is. Mention of work by I. Hont, T. Hochstrasser, and others on Barbeyrac would have made Lennon's case stronger.One major conclusion is that Bayle's notion of providence and the problem of evil comes down to dialogue as well: evil emerges because God prefers to engage in open-ended dialogue with his creatures, which allows evil even if that is not God's intention (167). On this reading, we have a Kantian Bayle: autonomy is Bayle's most cherished value (182).Lennon's final evaluation of Bayle's fideism is that it is philosophically unsatisfactory. Blind and nonrational reliance on Scripture is, to say the least, undermined by Bayle's inability to establish that God is its author or to found his own beliefs in any way other than education. But if anybody still thinks that Pierre Bayle was merely a compiler and not a philosopher in his own right, this book and a lot of the other recent... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Reading BayleJohn Christian LaursenThomas M. Lennon. Reading Bayle. Toronto: University of Toronto Press, 1999. Pp. xi + 202. Cloth, $60.00. Paper, $19.95.One of the more philosophically interesting things about Pierre Bayle is the difficulty of interpreting his work. A myriad of interpretations have been advanced, but "the whole is [still] a riddle, an enigma, an inexplicable mystery"—to apply David Hume's famous judgment about religion to Bayle's (...) work. This book proposes a Bakhtinian reading of Bayle's philosophical activity, which means that Bayle is understood as letting his interlocutors speak for themselves in an ongoing dialogue over which he does not have full control and in which no one "wins." Bakhtin thought that Dostoevsky was the first major author to do this, but Lennon shows that he was anticipated by Bayle.The discussion is broken up into sections on Bayle's views of integrity, authority, toleration, idolatry, and providence. Integrity turns out to be largely a matter of honesty and fairness in dialogue, and at times it sounds like Bayle is prefiguring Habermas and discourse ethics or recent Anglo-American theories of deliberative democracy.Bayle's view of authority emerges from his analysis of the fact/law (fait/droit) distinction. [End Page 278] This was part of larger debates among Jansenists, Jesuits, and other philosophers such as Arnauld and Malebranche. Here, Lennon's intimate knowledge of seventeenth-century philosophy is put to good use. He shows that in Bayle's hands the distinction cannot hold up, as questions of fact and law are always mutually dependent and each can undermine the other. The upshot is that in the absence of truths of fact or law, dialogue is all that we have. That is good, because history cannot be used as a tool of oppression or homogenization if dialogue must go on forever.Some of the claims about Bayle that are advanced here are debatable. That Bayle "treated everyone with dignity" (44) is simply not true of his treatment of millenarians and others that he thought were fanatics. Rather than extending "toleration almost without limit" (74), he was downright intolerant of such folks. Lennon suggests that Bayle may not have fully thought through the question of the conscientious persecutor (85n.). It would have been appropriate to mention Bayle's reflections on this matter in his last work, the Réponse aux questions d'un provincial.The book contains valuable accounts of aspects of Bayle's debates with Pierre Jurieu, in which it often emerges that there was no great gulf of principle between the two arch-enemies. Disagreements with Ruth Whelan and Elisabeth Labrousse add to the interest of Lennon's discussion.Idolatry is one of Bayle's chief targets, and he finds it above all in the Catholic doctrine of transubstantiation. Lennon nicely shows how this amounts to Spinozism, which in turn explains Bayle's hostility to both Spinoza and Rome. Both stifle Bakhtinian dialogue.One very interesting section of the book is on lotteries, which have important theological and philosophical significance. Often-forgotten authors like Barbeyrac, Ricotier, and Leti are discussed on this issue. Insights here include the observation that "it is hard to imagine Bayle praying" (146). Indeed it is. Mention of work by I. Hont, T. Hochstrasser, and others on Barbeyrac would have made Lennon's case stronger.One major conclusion is that Bayle's notion of providence and the problem of evil comes down to dialogue as well: evil emerges because God prefers to engage in open-ended dialogue with his creatures, which allows evil even if that is not God's intention (167). On this reading, we have a Kantian Bayle: autonomy is Bayle's most cherished value (182).Lennon's final evaluation of Bayle's fideism is that it is philosophically unsatisfactory. Blind and nonrational reliance on Scripture is, to say the least, undermined by Bayle's inability to establish that God is its author or to found his own beliefs in any way other than education. But if anybody still thinks that Pierre Bayle was merely a compiler and not a philosopher in his own right, this book and a lot of the other recent... (shrink)

An enormous amount of philosophical literature gets published nowadays. Some of it is good; some is fit only for pulping. We get into the habit not so much of reading as of glancing through the torrent that pours down on us. But sometimes special conditions arise. It so happened that I was forced to spend about a month in the hospital. I took with me the book Evolutionary Epistemology and the Logic of the Social Sciences: K. Popper and (...) His Critics [Evoliutsionnaia epistemologiia i logika sotsial'nykh nauk. K. Popper i ego kritiki] . I attentively read it through and without any irony I can say that I felt "legitimate pride and deep satisfaction." Legitimate pride for philosophy and deep satisfaction with the content of the book. And although readers of Problems of Philosophy [Voprosy filosofii] have already had the opportunity of reading a review of this book , I would like to return to it and make in passing a number of points about Popper's philosophy in general. (shrink)

Proposal Information: In this paper it is argued that although Spinoza, unlike other great philosophers of the Enlightenment era, never actually wrote a philosophy of education as such, he did – in his Ethics – write a philosophy of self-improvement that is deeply educational at heart. When looked at against the background of his overall metaphysical system, the educational account that emerges is one that is highly curious and may even, to some extent at least, come across as counter-intuitive in (...) a contemporary setting. This is so because it grounds the greater social and political endeavors of humanity in the individual’s striving for an ever-increasing power of acting. Hence, education, for Spinoza, is a decidedly individualistic affair, but then again, so is the making of society. Since, for Spinoza, every instance of knowledge bears the unique mark of the individual body that expresses it, one might conclude that at the foundation of every social structure is an encounter between concrete bodies; each expressing a particular perspective from where to grasp the world. I would argue, based on this, that one of Spinoza’s main contributions to educational theory is his grounding of larger social endeavors in the striving of the individual. Hinged on the striving to be more rational, as dictated by the doctrine of the conatus, education appears to offer a way of grounding the structure of the human social world in the same principles as those guiding the individual. Spinoza’s doctrine of the imitation of affects thereby offers a way of linking the egoistic striving for power on behalf of the individual with the educational goal of building a sustainable society. It does so as it conditions self-improvement by the human characteristic to imitate what others desire. By being surrounded with people who desire to be more rational, one can utilize this desire for the good and become strengthened in one’s own striving for increasing one’s degree of existence. Consequently, the teaching situation is geared for guiding students towards a more rational life, at the same time as it is geared for the self-improvement of the teacher. This aspect of self-improvement is, ultimately, what will motivate the teacher in striving to enhance the lives of his or her students in the first place. Being unable to self-improve in isolation, the doctrine of the imitation of affects dictates that the rational person will be moved toward a life of generosity, not primarily for altruistic reasons, but out of a desire to become more rational and thus to gain in his or her own power of acting. The question that follows from this, of course, is how does one go about when inculcating a desire to be more rational in one’s students?Education, from a Spinozistic point of view, is ultimately about the cultivation of the potential that lies dormant in each individual, so that a person may live a happier life as a result of understanding, more adequately, their place in the natural world. The challenge, then, becomes one of overcoming the many obstacles that prevent a person from developing their potential. Pedagogy, from this point of view, may be understood in terms of the art of offering the right amount of resistance. This notion is based on the assumption that if a student encounters no resistance – or too much resistance – his or her potential remains just that – a potential. In order to develop this potential the student needs to overcome certain barriers. With regards to this, the role of the teacher may be conceived in terms of the one balancing the amount of resistance so that the student is properly challenged but at the same time not overwhelmed. Methodology or Methods/ Research Instruments or Sources Used: The paper makes for an attempt to outline a Spinozistic philosophy of education based on readings of Spinoza’s texts – primarily the Ethics – and some of the relevant secondary literature such as Della Rocca’s influential reading of Spinoza. As such it is a philosophical inquiry seeking to interconnect some key aspects of Spinoza’s philosophy with some of the major issues of education. Methodologically, this paper argues, in line with Melamed, that rather than turning to the history of philosophy in order to identify ‘precursors to [our] own views’, so as to validate what we already believe we know, it is more fruitful to turn to past philosophers in order to ‘challenge our most basic beliefs and intuitions by studying texts that are both well-argued and strongly opposed to our commonsense’. Accordingly, turning to Spinoza marks an attempt to revisit and reconceptualize some key aspects of educational thought. Conclusions, Expected Outcomes or Findings: A conclusion of this paper is that a Spinozistic philosophy of education would need to focus on resolving the tension between Spinoza’s egoism and education as a social project. To this end it identifies Spinoza’s doctrine of the imitation of affects as a possible link between the individual’s striving for power and the collective agenda of improving human well-being at large. It is also suggested that, in aspiring to inculcate a desire to be more rational in his or her students, the challenge for the Spinozistic teacher is to prompt the students to aspire to reach beyond the temporary satisfactions of the passions so as to acquire a more enduring sense of satisfaction and so that their well-being is more fully under their own command rather than under the command of various external influences. This, in turn, is connected with the notion of resistance in the sense that in experiencing the volatility of fortune – and thereby understanding the instability of relying on one’s passions – a person would appear to be more inclined to strive for a more enduring sense of happiness, even if this would mean giving up on some of the temporary pleasures that one has grown accustomed to. The resistance, then, may be conceived in terms of the overcoming of temporary pleasures that stand in the way of the developing of one’s potential. In this scenario the role of the teacher may be understood in terms of someone offering a well-balanced amount of resistance. This means that to accommodate one’s students – in the sense that one approaches them in terms of prospective customers, aspiring to satisfy their demands – is inimical to education insofar as the wants and desires of students are, generally speaking, caused by passive affects rather than their rational wills. References: Aloni, N.. Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy. Educational Philosophy and Theory 40, pp. 531–544.Della Rocca, M.. Spinoza. New York: Routledge.Della Rocca, M.. Rationalism, Idealism, Monism, and Beyond. In: E. Förster & Y. Y. Melamed Spinoza and German Idealism. Cambridge: Cambridge University Press, pp. 7–26.Derry, J.. The Unity of Intellect and Will: Vygotsky and Spinoza. Educational Review, 56, pp. 113–120.Lloyd, G.. Spinoza and Educating the Imagination. In: A. O. Rorty Philosophers on Education: Historical Perspectives. London: Routledge, pp. 157–172.Melamed, Y. Y.. Spinoza’s Metaphysics: Substance and Thought. Oxford: Oxford University Press.Nadler, S.. Eternity and Immortality in Spinoza’s Ethics. Midwest Studies in Philosophy 26, pp. 224–244.Poulimatka, T.. Spinoza’s Theory of Teaching and Indoctrination. Educational Philosophy and Theory 33, pp. 397–410.Spinoza, B.. The Ethics. In: E. Curley A Spinoza Reader: The Ethics and Other Works. Princeton: Princeton Unive. (shrink)

"In Balanuye's work the reader finds effective insights into the nature of the overblown tailless monkey politely called the human race. The fragments sometimes enunciated as a chastising bolt, but mostly as a comedic nudge. And with each we have to sit up and listen - and think. That is what we deserve, do we not?" - Hüseyin İçen, Turkish translator of The Picture of Dorian Gray "An admirably collage-like and astringent contribution to the tradition, which reaches back at least (...) to Heraclitus, of aphorism and epigram." - David Shields, Author of Reality Hunger Philosophers are generally expected to engage in the three pursuits together and meticulously for a sufficient amount of time: reading, thinking, and arguing for or against by writing or speaking. According to this approach, it is possible for everyone to practice a philosophical life. Because the said approach does not allow an "all or nothing" type of rigidity; some may be more involved in this pursuit, some less. In any case, there is a difference of degree rather than a difference of type. It should be kept in mind that in the definition put forward, reading, thinking and discussion are nonetheless necessary but not sufficient elements to be an original philosopher. Allocating a serious place to all three elements in her life does not guarantee an original philosopher. Authenticity is a gem we still don't know enough about. The book in your hand consists of fragments, the shortest of which is a sentence and the longest of which is a few paragraphs. I wanted these fragments to invoke longer readings, reflection practices, and perhaps discussions, triggered by shorter readings. CONTENTS A BITE TO REPLACE THE PROLOGUE CHAPTER I: REALITY CHAPTER II: ENCOUNTERS CHAPTER III: CONTEXT ABOUT THE AUTHOR: Balanuye is a Turkish continental European philosopher and academic. His book Where Does Spinoza's Joy Come From? [published in Turkish only] went through numerous editions and contributed to the adoption of Spinoza's teaching by outside readers as well as philosophers in Turkey. He currently teaches at the Department of Philosophy at Akdeniz University. (shrink)

Many theorists have expressed the view that current or future applications of neurotechnology may prompt serious ethical problems in terms of privacy. This article concerns the question as to whether involuntary neurotechnological mind reading can plausibly be held to violate a person’s moral right to mental privacy. It is argued that it is difficult to specify what a violation of a right to mental privacy amounts to in a way that is consistent with the fact that we usually regard (...) natural mind reading as morally unproblematic. (shrink)

In inter-war France, history of philosophy was a very important academic discipline, but nevertheless its practitioners thought it necessary to defend its identity, which was threatened by its vicinity to many other disciplines, and especially by the emergent social sciences and history of science. I shall focus on two particular issues that divided traditional historians of philosophy from historians of science, ethnologists and sociologists, and that became crucial in the definition of the identity of their disciplines: the conception of history (...) and the interpretation of texts. By analysing representative discussions and positions, I shall show that traditional historians of philosophy needed to reassert their own approach to history, which, borrowing the term from Bergson, I define as ‘snapshot’. This approach is focused on a particular idea or text rather than a narrative. I shall also show that history of philosophy, in its traditional form, would have been undermined both intellectually and institutionally by the opposite ‘narrative’ approach of history of science and of the social sciences. Social scientists openly attacked history of philosophy’s methods and, in the eyes of traditional philosophers, its existence as an academic discipline. The same opposition is to be found in evaluation of past texts, which for traditional historians of philosophy were to be read as timeless documents, while for historians of science, ethnologists and sociologists were to be considered as documents exhibiting a particular mentality. However, between these alternatives there were intermediate positions. I shall in particular consider that of Léon Brunschvicg: he embraced a narrative approach and considered texts as documents of different ways of thinking, but at the same time carried on employing philosophical methods and defending the institutional position of philosophy. I shall argue that this was possible partly because of the considerable amount of power he enjoyed at the Sorbonne. (shrink)

What does it mean to hold that the significant aspects of a literary passage cannot be captured in a paraphrase? Does a change in the description of an act "risk producing a different act" from the one described? Using Jane Austen as an example, we'll consider whether her use of metaphor and symbol really amounts to calling someone a prick, whether her narrative voice changes what it is that is expressed, and whether comedy can hold just as much significance as (...) tragedy without all the heavy breathing. (shrink)

Up in the last one in the United States comes to understand the general process: it is linguistics and history, and it requires a priori understanding that In order to understand the current situation before, prior to a full understanding effectiveness and bias as understanding the meaning is from whole to part and from part to whole , in the understanding of the history and heritage hermeneutic circle is always in operation, understanding related to the sight of the fusion eventually (...) like Q & A dialogue. In order to interpret this paper, the classic text of the task. Gadamer on this topic already has a large amount of experience, and to make you pleasantly surprised or not surprised the way described in this topic. This presentation will define and into the road to discuss seven key words, these seven key words will help us to understand Gadamer are talking about the interpretation of the classic text. Each of these seven words on a word, the speaker will be asked whether you find in your own experience is true. 1. Gleichzeitigkeit-both of the words appear in the "real management and methods" up to the U.S. for the aesthetic experience in the timing of the discussion. He found that when visual field interaction, the reader found In order to interpret the ancient texts and aging time distance between the disappearance of the activities in reading, and text with our own game to attract you into the presence. In this part of the final, which also is mentioned for the moral, economic, regardless of language and other classics: They attract you to the significance of the cycle, like they were written today. 2. Applicatio-application In order to make up the United States is not used in accordance with such assertions: "understand something is to understand how it applies to pre-existing condition." So when the text is not only common, as in # 1, it means that something in the present before. In order to understand the application will be leading. History of the United States up to review the timing of the application was excluded, as well as understand the text is treated as just understanding and interpretation of events, but up to the United States want to re-restored early priority in the 19th and 20th centuries, the elements of hermeneutics. 3. Erfahrung-up experience in the United States defined by the qualification before a person experiences some of the things. Its typical form, is involved in the Lok empty hope, therefore, sentence description if not in the pit, not wisdom. Gadamer claims previous experience in the concept: "not to consider the experience of the inner history of." But up to the United States said that experience, "teaches us to recognize the reality." Experience, the result is "to know What is the What." The other result is that we "Experiences", it is not arbitrary and open to new experiences. In order to find you first read the classic text commands were prohibitive, and dismissed out of hand In order to your expectations, but in the end so make sure you are not the more arbitrary and more open to new experiences it? 4. Wahrheit-up to the United States is not really reasonable satisfaction of reasonable scientific definition of truth. His concern is that we insisted that the "true" regardless question. Description is described in "What things are the way" - a real management of ontology definitions. He followed Heidegger aletheia true management point of view, is to expose shield . According to this definition, even works of art can be "real". That is, it can expose the shield there things through other means in a way not possible. So the question is, under the classic in the sense that the writing is true? Gadamer description is. 5. Selbst-Verständnis-up to their own understanding to the United States in this裡In order to further understand more. It is not more deeply understand the true management classic, it is found that work experience change a person's sight and view of life, and it changed the understanding of a person's own. When the text of the event experience, we can integrate it into the "existence of a continuous nature." We can find the concept of other games in this裡: Application, experience and true management. Events with the classic encounter with a person unable to read the classics before he was the same person. 6. Verwandlung ins Gebilde-conversion into the structural changes that are described in works of art up to the way the United States. Some things have been transformed into the experience and continued with the description of future generations made ​​the structure裡. This is one of the functions of art: something to save future generations, but is really something. This is Why is it up to the United States in terms of tradition is so important. This structure is special, it no longer be measured by our standards, but from its own standards. Finally, the significance of change is more true for the mediocre, reading the text is found in its own transformation, a person will not stay in place. 7. Solidarität, Fest-one of the festival in the late works with up to learn to find beauty in the human basis of his artistic point of view. Therefore, "the United States related" has three parts, the game, , symbol , and festivals. In later works, he found time not only festivals are important, it's time from the day In order to inspire us, but it also brought together a community and the joint, to celebrate the event in its creation裡. Festival "to improve our sense of life." Arts festival to share with so many things, when we have nature and art associated, the more we are able to understand art. The end of this lecture will ask you to read the classic self-experience, Gadamer's concept of the Concept for you is true. An introductory section explains that the lecture will present seven key terms, representing seven aspects of the universal process of understanding. It is noted that a published lecture in Chinese by this author under the title "Seven Key Terms in the Philosophy of Hans-Georg Gadamer "is not the same as this, and indeed only one of the terms in that lecture is used in this one, although four of them are used in tomorrow's lecture. (shrink)

Vedāntadeśika is one of many Sanskrit intellectuals who wrote prolifically in both poetic and philosophical genres. This essay considers how his poetry is related to his philosophical concerns. Scholars have understood the relationship between his poetry and philosophy in a number of ways, some arguing that his poetry permitted a freer exploration of his philosophical ideas, others wishing to discuss his poems independently of his philosophy. My paper will propose a distinct way of understanding this relationship by focusing specifically on (...) a strain of Vedāntadeśika’s poetry inspired by Kālidāsa. Examining selections from his poetry alongside his theological writing on the nature of devotional attention, I will argue that the poetic practice Vedāntadeśika learns by reading Kālidāsa activates the same mental faculty involved in bhakti-yoga, or the devotional contemplation of god. This strain of Vedāntadeśika’s poetry thus amounts to a performance of the devotional practice he describes in his philosophical writings. (shrink)

In the Theological-Political Treatise, published in 1670, Spinoza asked why people “fight for their servitude as if for salvation.” In doing so, he foregrounded the affective dimension of despotism, putting forward the idea that servitude is not just passively endured but passionately strived for—something people want and will. Three hundred years later, Gilles Deleuze and Félix Guattari repeated this formula in Anti-Oedipus, arguing that it was the central question of political philosophy. They read Spinoza through Wilhelm Reich, stating that the (...) astonishing thing is that “those who are exploited are not continually out on strike.” In doing so they shifted the political question from domination to exploitation. Following Deleuze and Guattari, I argue for an updated version of the question, asking why people fight for exploitation as if it were rebellion. Asking this question involves reexamining the way in which the critique of religion is the antechamber of the critique of political economy in Marx, and is the thread connecting Spinoza to Marx. Finally, I argue that reframing the question in terms of rebellion and exploitation is useful in making sense of contemporary forms of right populism that present themselves as rebellion, but actually deepen the domination of capitalism over our lives. (shrink)

The publication of Guido Calabresi’s book “The Future of Law and Economics” has drawn a substantial amount of attention among law and economics scholars. We thought that the best way to devote special attention to this book was to devote a Special issue to it. This article situates Calabresi’s book among other reflections on the future of the discipline, introduces and explains the reasons behind this Special issue and discuss the organization and content of it. -/- We emphasize how (...) Calabresi’s historical-conceptual standpoint allows him to isolate the stakes of different future developments around the question of how could further appreciation of legal institutions that defy the standard economic assumptions help the field develop theoretically. Overall, the contributors all shared Calabresi’s attempt to restore the balance between Law and Economics and the need to better account for the “whole unanalysed experience of human race”, often neglected by the Economic Analysis of Law approach. Most disagreements are about the ‘how’. In any case, the search for the Law and Economics ‘not (yet) taken’ or for other “Law and … ” approaches is always open to the Future. (shrink)

In this article, we discuss expertise by considering the activity of reading. Cognitive scientists have traditionally conceptualised reading as a single, well-defined task, namely the decoding of letter sequences into meaningful sequences of speech sounds. This definition captures a core feature of the reading activity at the computational level, but it is an overly narrow model of how reading behaviour occurs in the real world. We propose a more expansive model of expertise. In our view, expertise (...) in general is best conceptualised as a distributed process that takes place within a cultural-cognitive ecosystem. Our model allows for a more inclusive view of expertise in reading. We argue that reading is better understood as a manifold task domain that admits multiple reasonable criteria for evaluating performance. We draw on ethnographic data to show how our model allows for a wider appreciation of what expertise in reading amounts to in educational contexts. (shrink)

Social and Political Philosophy: Classic and Contemporary Readings is a comprehensive primary-source anthology of readings on social and political thought. Ranging from ancient classics to contemporary works, this unique text combines the essential classics in the field--including the work of ancient Greek political philosophers and modern social contract theorists--with a significant amount of contemporary work on issues pertaining to poverty, drug legalization, multiculturalism, race, gender, and class. It also integrates contemporary feminist perspectives.

We will look critically at three essays by Cora Diamond concerning Peter Winch's views on the possibility of communication and criticism between language-games. We briefly present our understanding of Winch's approach to philosophy. Then, we argue that Diamond misidentifies Winch's views, taking them to imply language-game relativism or linguistic idealism. When she does raise valid criticisms against language-game relativism, her critical points mainly coincide with things that Winch has already stressed in his own work. That leaves us with the question (...) what their real disagreement amounts to. Finally, we suggest that at the bottom of Diamond's objections lies her failure to appreciate Winch's insights about the place of logic in human intercourse. (shrink)

In this important collection, the editors argue that medieval philosophy is best studied as an interactive discussion between thinkers working on very much the same problems despite being often widely separated in time or place. Each section opens with at least one selection from a classical philosopher, and there are many points at which the readings chosen refer to other works that the reader will also find in this collection. There is a considerable amount of material from central figures (...) such as Augustine, Abelard, Duns Scotus, and William of Ockham, as well as extensive texts from thinkers in the medieval Islamic world. Each selection is prefaced by a brief introduction by the editors, providing a philosophical and religious background to help make the material more accessible to the reader. This edition, updated throughout, contains a substantial new chapter on medieval psychology and philosophy of mind, with texts from authors not previously represented such as John Buridan and Peter John Olivi. (shrink)

ResumenEn este artículo se lleva a cabo una reconstrucción de la deconstrucción que realiza Paul de Man de la célebre distinción kantiana entre la filosofía transcendental y la metafísica, tal y como ésta es expuesta en la Crítica del Juicio. En lugar de considerar que pertenecen a dos esferas separadas, en el artículo se muestra cómo, según de Man, se da una transición entre ellas que sólo se puede explicar bajo la forma de un cortocircuito tropológico o lingüístico que Kant (...) mismo realiza, pero de manera inconsciente. También se pone de relieve que la noción kantiana de lo sublime, escondida bajo la categoría de lo esct Ttético, cumple la función ideológica de reprimir la constitución inherentemente lingüística de todo conocimiento.Palabras clave Crítica, deconstrucción, estética, ideologÍaThis article carefully reconstructs Paul de Man’s deconstruction of Kant’s distinction between transcendental philosophy and metaphysics, as the latter appears in The Critique of Judgment. Instead of posing these two as belonging to two separate spheres, the paper shows how, according to de Man, there is a transition between them that can only be accounted for in terms of a tropological or linguistic trick that Kant himself realizes, yet unaware of it. The paper also discusses that Kant’s notion of the sublime has an ideological function disguised under the category of the aesthetic, and which amounts to a denial of the inherently linguistic constitution of all knowledge.Key wordsCritique, deconstruction, aesthetics, ideology. (shrink)

In this study, we investigated how word- and text-level processes contribute to different types of reading fluency measures. We aimed to increase our understanding of the underlying processes necessary for fluent reading. The sample included 73 Dutch Grade 3 children, who were assessed on serial word reading rate, word-list reading fluency, and sentence reading fluency. Word-level processes were individual word recognition speed and sequential processing efficiency. Text-level processes were receptive vocabulary and syntactic skills. The results (...) showed that word- and text-level processes combined accounted for a comparable amount of variance in all fluency outcomes. Both word-level processes were moderate predictors of all fluency outcomes. However, vocabulary only moderately predicted sentence reading fluency, and syntactic skills merely contributed to sentence reading fluency indirectly through vocabulary. The findings indicate that sequential processing efficiency has a crucial role in reading fluency across various measures besides individual word recognition speed. Additionally, text-level processes come into play when complexity and context availability of fluency measures increases, but the exact timing requires further study. Findings are discussed in terms of future directions and their possible value for diagnostic assessment and intervention of reading difficulties. (shrink)

Three experiments investigated two timed implicit tests of memory—word reading and color naming. Using the study–test procedure, Experiments 1 and 2 showed that studied words caused reliable facilitation in word reading but no interference in color naming relative to unstudied words. Indeed, there was a small amount of facilitation in color naming as well. Experiment 3 further explored the color naming task by alternating shorter study and test intervals and adding control trials consisting of letter strings. Although (...) both studied and unstudied words showed interference relative to the control letter strings, the amounts of interference they showed did not differ. Overall, word reading consistently displayed facilitation whereas color naming never exhibited increased interference due to word priming. Priming appears to be process-specific: It is restricted to facilitating repetition of processing previously applied to a stimulus and does not extend to influencing performance on a different task involving the same studied materials. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Cancel Culture and the Trope of the ScapegoatA Girardian Defense of the Importance of Contemplative ReadingJoakim Wrethed (bio)What unfolds in this article encompasses violence, language/reading, and ethics. René Girard addresses these topics primarily in terms of mimesis, its potential violence, and the trope of the scapegoat. Still, toward the end of his career and life, he relentlessly pointed out the dangers implicated in the dynamism of these forces. (...) He addressed it clearly in his "apocalyptic book" Battling to the End (2010):I have been accused of repeating myself too often, of turning my theory into a fetish, of using it to explain everything. Yet it has described mechanisms that recent discoveries in neuroscience confirm: imitation is the initial and essential means of learning; it is not something acquired later on. We can escape mimetism only by understanding the laws that govern it. Only by understanding the dangers of imitation can we conceive of authentic identification with the Other. However, we are becoming aware of the primacy of moral relationship at the very time when the atomization of humanity is being realized, and when violence has increased in intensity and unpredictability.1[End Page 15] It is this thin line between necessary/harmless imitation and its dangerous versions that will be the central theme in the analysis. As Girard states, a vast amount of established research confirms that the mimetic impulse is innate.2 We should pay specific attention to "the atomization of humanity," since it zooms in on our contemporary epoch's paradoxical "mass-individualism," evidently tremendously enhanced by information and communication technology (ICT). In order to contribute to Girard's lifework and to extend it beyond his own writing, we outline a few contemporary phenomena that clearly exhibit the primordial dangers of human violence that Girard draws attention to. These phenomena are initially only roughly sketched, but subsequent sections give them sharper relief. The central phenomena are cancel culture, speed, and the reading of literature. Just to be clear, the intended mode of reading should be construed in a broad sense, thus potentially including philosophy and theology, if one is inclined to emphasize the differences between these disciplines and the reading of literature.3Cancel culture in certain ways makes manifest a social welfare society version of escalating violence, indicating that "violence has increased in intensity and unpredictability."4 A succinct definition of cancel culture will initially suffice:Cancel culture refers to ending (or attempting to end) an individual's career or prominence to hold them accountable for immoral behavior. Driven primarily by young progressives, often through social media, cancel culture has attracted controversy since it swept into the national conversation.5This definition can easily be extended into larger historical patterns in which, for instance, colonial crimes are highlighted and demands are raised for contemporary acts of atonement. As Rob Henderson points out, the obvious flip side is that "the swift and decisive nature of cancel culture can stifle debate, and some believe that dialogue is a more productive way to foster change."6 The "swiftness" and the immediate collectable consequences are decisive in their functions as social punishment and exclusion; in other words, digitalized speed accomplishes verdict and punishment in a very short time span, which is a reflection of desire pure and simple. The rapidity from intention to anticipated effect rather resembles an instinctive and violent action more than the forwarding of a carefully thought through argument or statement. The present becomes an invincible ivory tower bristling with power to finally mete out the justice that the erroneous ethics of earlier times were incapable of conceiving and achieving. An always already accelerating modernity speeded up immensely through [End Page 16] the fast growth of information and communication technology (ICT). To be sure, the whole evolution of computer technology is defined primarily in terms of processing speed, together with the quantity of information that can be contained in as small a spatial entity as possible. The present-day reality of having almost everything only one or a few clicks away on a screen—as a modern day realization of the library in Alexandria—enhances the relevance of a phenomenon historians have referred to... (shrink)

The writings of Stanley Cavell and Jacques Derrida share many points of intersection. One of these is their mutual interest in Shakespeare’s Hamlet; another is their assessments of J.L. Austin’s philosophy, and his concept of performativity. In this paper, we demonstrate that Cavell’s and Derrida’s respective essays on Hamlet offer a surprising insight into their views on Austin’s notion of performativity. Since Hamlet abounds with oaths and promises, testimonies and bearing witness, what is surprising is not that these philosophers should (...) have identified this theme but rather how they respond to it. We show that Derrida’s writings on Hamlet repeatedly draw and depend on the idea of performativity, amounting to a rapprochement with Austin’s concept; and we also show that Cavell questions the effectiveness of performatives in the play, in ways that sometimes resemble Derrida’s invocation of spectrality in the play. (shrink)

The logician's central concern is with the validity of argument. A logical theory ought, therefore, to provide a general criterion of validity. This book sets out to find such a criterion, and to describe the philosophical basis and the formal theory of a logic in which the premises of a valid argument are relevant to its conclusion. The notion of relevance required for this theory is obtained by an analysis of the grounds for asserting a formula in a proof.

There exists a common view that for theories related by a ‘duality’, dual models typically may be taken ab initio to represent the same physical state of affairs, i.e. to correspond to the same possible world. We question this view, by drawing a parallel with the distinction between ‘interpretational’ and ‘motivational’ approaches to symmetries.

In this book, Stephen Read sets out to rescue logic from its undeserved reputation as an inflexible, dogmatic discipline by demonstrating that its technicalities and processes are founded on assumptions which are themselves amenable to philosophical investigation. He examines the fundamental principles of consequence, logical truth and correct inference within the context of logic, and shows that the principles by which we delineate consequences are themselves not guaranteed free from error. Central to the notion of truth is the beguiling issue (...) of paradox. Its philosophical value, Read shows, lies in exposing the invalid assumption on which the paradox is built. Thinking About Logic also discusses logical puzzles which introduce questions relating to language, the world, and their relationship. (shrink)

Inferentialism claims that expressions are meaningful by virtue of rules governing their use. In particular, logical expressions are autonomous if given meaning by their introduction-rules, rules specifying the grounds for assertion of propositions containing them. If the elimination-rules do no more, and no less, than is justified by the introduction-rules, the rules satisfy what Prawitz, following Lorenzen, called an inversion principle. This connection between rules leads to a general form of elimination-rule, and when the rules have this form, they may (...) be said to exhibit “general-elimination” harmony. Ge-harmony ensures that the meaning of a logical expression is clearly visible in its I-rule, and that the I- and E-rules are coherent, in encapsulating the same meaning. However, it does not ensure that the resulting logical system is normalizable, nor that it satisfies the conservative extension property, nor that it is consistent. Thus harmony should not be identified with any of these notions. (shrink)

We approach the physics of \emph{minimal coupling} in general relativity, demonstrating that in certain circumstances this leads to violations of the \emph{strong equivalence principle}, which states that, in general relativity, the dynamical laws of special relativity can be recovered at a point. We then assess the consequences of this result for the \emph{dynamical perspective on relativity}, finding that potential difficulties presented by such apparent violations of the strong equivalence principle can be overcome. Next, we draw upon our discussion of the (...) dynamical perspective in order to make explicit two `miracles' in the foundations of relativity theory. We close by arguing that the above results afford us insights into the nature of special relativity, and its relation to general relativity. (shrink)

Anti-exceptionalism about logic is the doctrine that logic does not require its own epistemology, for its methods are continuous with those of science. Although most recently urged by Williamson, the idea goes back at least to Lakatos, who wanted to adapt Popper's falsicationism and extend it not only to mathematics but to logic as well. But one needs to be careful here to distinguish the empirical from the a posteriori. Lakatos coined the term 'quasi-empirical' `for the counterinstances to putative mathematical (...) and logical theses. Mathematics and logic may both be a posteriori, but it does not follow that they are empirical. Indeed, as Williamson has demonstrated, what counts as empirical knowledge, and the role of experience in acquiring knowledge, are both unclear. Moreover, knowledge, even of necessary truths, is fallible. Nonetheless, logical consequence holds in virtue of the meaning of the logical terms, just as consequence in general holds in virtue of the meanings of the concepts involved; and so logic is both analytic and necessary. In this respect, it is exceptional. But its methodologyand its epistemology are the same as those of mathematics and science in being fallibilist, and counterexamples to seemingly analytic truths are as likely as those in any scientic endeavour. What is needed is a new account of the evidential basis of knowledge, one which is, perhaps surprisingly, found in Aristotle. (shrink)

When people talk about the “present crisis,” they probably mean some significant turning point in history. If they fear or resent it, it is a dangerous crisis, anti-American, anti-Christian, and antidemocratic. If they welcome it, they may call it the “wave of the future,” or some kind of a “deal,” new, square, or fair; prosperity is just around the corner. Only unwanted change produces the “dangerous crisis.”.

Michael Dummett and Dag Prawitz have argued that a constructivist theory of meaning depends on explicating the meaning of logical constants in terms of the theory of valid inference, imposing a constraint of harmony on acceptable connectives. They argue further that classical logic, in particular, classical negation, breaks these constraints, so that classical negation, if a cogent notion at all, has a meaning going beyond what can be exhibited in its inferential use. I argue that Dummett gives a mistaken elaboration (...) of the notion of harmony, an idea stemming from a remark of Gerhard Gentzen's. The introduction-rules are autonomous if they are taken fully to specify the meaning of the logical constants, and the rules are harmonious if the elimination-rule draws its conclusion from just the grounds stated in the introduction-rule. The key to harmony in classical logic then lies in strengthening the theory of the conditional so that the positive logic contains the full classical theory of the conditional. This is achieved by allowing parametric formulae in the natural deduction proofs, a form of multiple-conclusion logic. (shrink)

Does the gravitational field described in general relativity possess genuine stress-energy? We answer this question in the affirmative, in a weak sense applicable in a certain class of frames of a certain class of models of the theory, and arguably also in a strong sense, applicable in all frames of all models of the theory. In addition, we argue that one can be a realist about gravitational stress-energy in general relativity even if one is a relationist about spacetime ontology. In (...) each case, our reasoning rests upon a functionalist approach to the definition of physical quantities. (shrink)

For Knox, ‘spacetime’ is to be defined functionally, as that which picks out a structure of local inertial frames. Assuming that Knox is motivated to construct this functional definition of spacetime on the grounds that it appears to identify that structure which plays theoperationalrole of spacetime—i.e., that structure which is actually surveyed by physical rods and clocks built from matter fields—we identify in this paper important limitations of her approach: these limitations are based upon the fact that there is a (...) gap between inertial frame structure and that which is operationally significant in the above sense. We present five concrete cases in which these two notions come apart, before considering various ways in which Knox’s spacetime functionalism might be amended in light of these issues. (shrink)

The correspondence theory of truth has experienced something of a revival recently in the form of the Truthmaker Axiom: whatever is true, something makes it true. We consider various postulates which have been proposed to characterize truthmaking, in particular, the Disjunction Thesis (DT), that whatever makes a disjunction true must make one or other disjunct true. In conjunction with certain other assumptions, DT leads to triviality. We show that there are elaborations of truthmaking on which DT holds (which must therefore (...) take steps to avoid the triviality); but that there are more plausible accounts of truthmaking on which DT fails. (shrink)