Extending new verbs is important in becoming a productive speaker of a language. Prior results show children have difficulty extending verbs when they have seen events with varied agents. This study further examines the impact of variability on verb learning and asks whether variability interacts with event complexity or differs by language. Children in the United States, China, Korea, and Singapore learned verbs linked to simple and complex events. Sets of events included one or three agents, and children were asked (...) to extend the verb at test. Children learning verbs linked to simple movements performed similarly across conditions. However, children learning verbs linked to events with multiple objects were less successful if those events were enacted by multiple agents. A follow-up study rules out an influence of event order. Overall, similar patterns of results emerged across languages, suggesting common cognitive processes support children's verb learning. (shrink)

Few data exist regarding treatment with antipsychotics in forensic psychiatric patient populations with high social dangerousness. We performed a secondary analysis of 681 patients treated with at least one antipsychotic, extracted from a 1-year observational retrospective study, conducted on 730 patients treated in the Italian Residencies for Execution of Security Measures. We aimed at investigating antipsychotic polypharmacy and high dose/very high-dose antipsychotics, as well as the possible factors associated with such therapeutic regimens. High dose/very high-dose antipsychotics were defined as a (...) prescribed daily dose to WHO-defined daily dose ratio greater than 1.5 or 3.0, respectively. Binary logistic regression analysis was used in three models to test possible predictors of antipsychotic polypharmacy, high-dose antipsychotics, and very high-dose antipsychotic prescription. Antipsychotic polypharmacy resulted in n = 308 of the patients, n = 346 received high-dose antipsychotics, and n = 96 very high-dose antipsychotics. The multivariate analysis disclosed an association between antipsychotic polypharmacy and male gender : 2.75 and 95% CI: 1.34–5.65), long-acting injectable antipsychotic prescription, and aggressive behavior in REMS. High-dose antipsychotics were also associated with male gender, LAI antipsychotic prescription, and aggressive behavior in REMS. The use of antipsychotic polypharmacy and high-dose antipsychotics is frequent in the REMS population. These results might depend on regulatory and organizational aspects of the REMS system, including variability in structures, lack of a common model of care, and lack of stratified therapeutic security. (shrink)

Does ‘remembering that p’ entail ‘knowing that p’? The widely-accepted epistemic theory of memory answers affirmatively. This paper purports to reveal the tension between ETM and the prevailing anti-luck epistemology. Central to my argument is the fact that we often ‘vaguely remember’ a fact, of which one plausible interpretation is that our true memory-based beliefs formed in this way could easily have been false. Drawing on prominent theories of misremembering in philosophy of psychology, I will construct cases where the subject (...) vaguely remembers that p while fails to meet the safety condition, which imply either that ETM is false or that safety is unnecessary for knowledge. The conclusion reached in this paper will be a conditional: if veritic epistemic luck is incompatible with knowledge, then ‘remembering that p’ does not entail ‘knowing that p’. (shrink)

Ben shu ba zhe xue shi yan jiu, bi jiao zhe xue yan jiu, wen hua wen ti yan jiu he wen xian shi liao yan jiu he wei yi ti, dui Wang Yangming zhe xue de nei rong jin xing le quan mian he shen ru de fen xi, bing dui qi zhe xue de nei rong jin xing le quan mian he shen ru de fen xi, bing dui qi zhe xue de bu tong fa zhan jie duan (...) jin xing le xi zhi de kao cha, li tu cheng xian chu Wang Yangming zhe xue de ji ben xing ge he zheng ti mian mao. (shrink)

Bd. 1. A-B -- Bd. 2. C-F -- Bd. 3. G-Inn -- Bd. 4. Ins-Loc.

Relearning and remembering are usually seen as two distinct cognitive processes in contemporary philosophy of memory. In particular, relearning is sometimes regarded as a kind of memory error. This paper aims to address two questions. First, is relearning a kind of memory error? Second, how to draw a distinction (if any) properly between relearning and remembering? My answer to the first question is a conditional ‘yes’—it depends on whether relearning can be falsidical and whether metacognitive monitoring counts as a part (...) of memory process. My answer to the second question appeals to a gradualist account, according to which the distinction between relearning and remembering is not an absolute yes-or-no affair, but a matter of degrees. (shrink)

Social movements often impose nontrivial costs on others against their wills. Civil disobedience is no exception. How can social movements in general, and civil disobedience in particular, be justifiable despite this apparent wrong-making feature? We examine an intuitively plausible account—it is fair that everyone should bear the burdens of tackling injustice. We extend this fairness-based argument for civil disobedience to defend some acts of uncivil disobedience. Focusing on uncivil environmental activism—such as ecotage (sabotage with the aim of protecting the environment)—we (...) argue that some acts of uncivil disobedience can be morally superior to their civil counterparts, when and because such acts target people who are responsible for environmental threats. Indeed, insofar as some acts of uncivil disobedience can more accurately target responsible people, they can better satisfy the demands of fairness compared to their civil counterparts. In some circumstances, our argument may require activists to engage in uncivil disobedienceeven whencivil disobedience is available. (shrink)

A potencialidade na filosofia da educação antiga e medieval 1 Resumo: O texto aborda a potencialidade, na filosofia da educação antiga e medieval, como a capacidade de aperfeiçoamento da razão. A noção de paideia conduz essa reflexão, uma vez que perpassa o pensamento educacional desde a antiguidade clássica até a baixa Idade Média. Essa continuidade explicita a tradição da formação integral do homem que considerava os aspectos morais e políticos como uma totalidade indissociável. O encaminhamento teórico segue a concepção de (...) História Social de Braudel (1902-1985), já que o foco é a compreensão da herança teológica e filosófica, que exprime os fundamentos da educação. Para refletir sobre esse legado do conhecimento, três momentos foram estudados: a paideia grega na perspectiva aristotélica e platônica; a patrística, por meio do entendimento de Clemente de Alexandria (150-215 d.C.) e de Agostinho de Hipona (354-430 d.C.); e a escolástica, analisada nas concepções de Hugo de São Vítor (1096-1141) e Tomás de Aquino (1225-1274). Assim, nos autores apresentados, há a permanência da compreensão de que o aperfeiçoamento da razão significava a transformação em ato da potência essencial do homem: a razão. A principal finalidade da educação, portanto, era a formação da consciência de cada pessoa, pois entendia-se que esse era o principal meio para o êxito da vida em comum. Palavras-chave: Filosofia da Educação; Potencialidade; Paideia; Patrística; Escolástica. Potentiality in the philosophy of ancient and medieval education Abstract: The text addresses the potentiality, in the philosophy of ancient and medieval education, as the ability to improve reason. The notion of paideia guides this reflection since it pervades educational thought from classical antiquity to the low Middle Ages. This continuity explains the tradition of the integral formation of man which considered the moral and political aspects as an inseparable totality. The theoretical approach follows Braudel’s conception of Social History since the focus is on understanding the theological and philosophical heritage, which expresses the fundamentals of education. To reflect on this legacy of knowledge, three periods were studied: the Greek paideia in the Aristotelian and Platonic perspective; patristic, through the understanding of Clement of Alexandria and Augustine of Hippo; and scholasticism, analysed in the conceptions of Hugh of Saint Victor and Thomas Aquinas. Thus, there is a continuing understanding in the authors presented that the improvement of reason meant the actualization of man's essential potency: reason. The main purpose of education was the formation of the conscience of each person, as it was understood that this was the main means for the success of life in common. Key words: Philosophy of education; Potentiality; Paideia; Patristic; Scholastic. Potencialidad en la filosofía de la educación antigua y medieval Resumen: El texto aborda la potencialidad en la filosofía de la educación antigua y medieval, como capacidad para mejorar la razón. La noción de paideia orienta esta reflexión ya que impregna el pensamiento educativo desde la antigüedad hasta la baja Edad Media. Esta continuidad explica la tradición de la formación integral del hombre que consideraba los aspectos morales y políticos como una totalidad. El enfoque teórico sigue la concepción de Braudel de Historia Social, ya que el enfoque está en la comprensión de la herencia teológica y filosófica, que expresa los fundamentos de la educación. Por tanto, se estudiaron tres períodos: la paideia griega en la perspectiva aristotélica y platónica; la patrística, a través del entendimiento de Clemente de Alejandría y Agustín de Hipona; y escolasticismo, analizado en las concepciones de Hugo de San Víctor y Tomás de Aquino. Por lo tanto, existe un entendimiento continuo en los autores presentados de que la mejora de la razón significó la actualización de lo potencial del hombre: la razón. El propósito principal de la educación era la formación de la conciencia de cada persona, pues se entendía que este era el principal medio para el éxito de la vida comunitaria. Palabras-clave: Filosofía de la educación; Potencialidad; Paideia; Patrística; Escolástica. Data de registro: 22/04/2021 Data de aceite: 22/09/2021 1 Artigo desenvolvido com base na tese Hábito e subjetividade na educação: aproximações entre Aristóteles, Tomás de Aquino e a neurociência, defendida por Lais Boveto, orientada por Terezinha Oliveira. Pesquisa com bolsa doutorado CAPES. (shrink)

The Simple Counterfactual Analysis (SCA) was once considered the most promising analysis of disposition ascriptions. According to SCA, disposition ascriptions are to be analyzed in terms of counterfactual conditionals. In the last few decades, however, SCA has become the target of a battery of counterexamples. In all counterexamples, something seems to be interfering with a certain object’s having or not having a certain disposition thus making the truth-values of the disposition ascription and of its associated counterfactual come apart. Intuitively, however, (...) it would seem that, if all interferences were absent, the disposition ascription and its associated conditional would have the same truth-value. Although this idea may seem obvious, it is far from obvious how to implement it. In fact, it has become widely assumed that the content of qualifying ceteris paribus clauses (such as ‘if all interferences were absent’) cannot be specified in a clear and non-circular manner. In this paper, I will argue that this assumption is wrong. I will develop an analysis of disposition ascriptions, the Interference-Free Counterfactual Analysis, which relies on a clear and non-circular definition of the notion of interference and avoids the standard counterexamples to SCA while vindicating the intuition that disposition ascriptions and counterfactual conditionals are intimately related. (Please note that an erratum has been issued for the published version of this paper. It is recommended to read the self-archived version of the paper.). (shrink)

本书分上中下三篇,上篇为基本义理观,中篇为人文协变观,下篇为人文教育观。基本原理要靠“协变”来实现其人文价值取向的现代转换,而人文教育则是一个重要支撑,是成就前二者的根本途径。.

Drawing on the core values of western civilization, the author refines the counterparts in Chinese civilization, summarized as four core principles: duty before freedom, obedience before rights, community before individual, and harmony before conflict. Focusing on guoxue or Sinology as the basis of his approach, the author provides detailed explanations of traditional Chinese values. Recent scholars have addressed the concept of guoxue since the modern age, sorting through it and piecing it together, which has produced an extremely abundant range of (...) information. However, given that the concepts and theories involved have been left largely unanalyzed, this book develops a theoretical treatment of them in several important respects. First, it analyzes the mindset of guoxue, examining the dominant ideas and values of the era from which the term "guoxue" arose, focusing on its connection to early changes and trends in society and culture, and distinguishing three key phases of development. Past scholars mainly had in mind the range of objects studied in guoxue when defining it, and what this book underscores is the meaning of guoxue as a modern body of research. Secondly, it assesses several phases in the modern evolution of the body of guoxue research from the beginning to the end of the 20th century, id est, ending with the later phase of the National Heritage movement. Third and lastly, the book explores the various main modes of modern guoxue, which correspond step by step with the evolutionary phases of guoxue research. (shrink)

Memory is ordinarily taken to be one of the most fundamental sources of knowledge. However, memory sceptics argue that memory is unable to provide us with knowledge about the past. In the existing literature, there are two most discussed forms of memory sceptical arguments, namely, the argument from memory reliability and the argument from underdetermination. Correspondingly, the two most representative anti-sceptical proposals nowadays attempt to disarm the two sceptical arguments by employing explanationism and disjunctivism respectively. This paper will first illustrate (...) their defects: The explanationist response fails to explain why the common-sense explanation is preferable. Besides, it succumbs to the petitio principii fallacy. The disjunctivist response fails to establish that memorial experiences are factive in paradigmatic cases. After that, a novel solution will be proposed, according to which memory sceptical arguments are self-hollowing, viz, their conclusions deprive their premises of the foundation of plausibility. (shrink)

It is proposed here that the Confucian li, norms of appropriate behavior, be understood as part of the dynamic process of moral self-cultivation. Within this framework li are multidimensional, as they have different functions at different stages in the cultivation process. This novel interpretation refocuses the issue regarding the flexibility of li, a topic that is still being debated by scholars. The significance of this proposal is not restricted to a new understanding of li. Key features of the various stages (...) of moral development in Confucian thought are also articulated. This account presents the picture of a Confucian paradigmatic person as critically self-aware and ethically sensitive. (shrink)

The volume deals with the history of logic, the question of the nature of logic, the relation of logic and mathematics, modal or alternative logics (many-valued, relevant, paraconsistent logics) and their relations, including translatability, to classical logic in the Fregean and Russellian sense, and, more generally, the aim or aims of philosophy of logic and mathematics. Also explored are several problems concerning the concept of definition, non-designating terms, the interdependence of quantifiers, and the idea of an assertion sign. The contributions (...) concerned with Wittgenstein's investigations into the philosophy of logic and mathematics pursue issues relating to logical necessity, the undeniability of the law of the excluded middle, and the source of self-evidence, often characterized in the literature as the "rule-following considerations". Additionally, they examine Wittgenstein's attitudes towards the very idea of set-theory as a possible foundation for arithmetic. The volume also includes a number of contributions on specific issues concerning Wittgenstein's views on moral and religious judgements. (shrink)

This important collection of lectures and essays was regarded by Gabriel Marcel as the best introduction to his thought.

By organizing crowds of scientists to independently tackle the same research questions, we can collectively overcome the generalizability crisis. Strategies to draw inferences from a heterogeneous set of research approaches include aggregation, for instance, meta-analyzing the effect sizes obtained by different investigators, and parsing, attempting to identify theoretically meaningful moderators that explain the variability in results.

v. 1. Reflection & mystery -- v. 2. Faith & reality.

Para o profissional da informação, é necessário compreender como seus objetos de estudo se interligam, pois esta interligação é parte essencial na construção diária do saber científico. Além disso, é também a base para que estes conhecimentos possam ser aplicados na prática profissional. A interdisciplinaridade é a essência dessa questão, pois permite a união de diversas áreas do saber para que se consiga entender os fatos ocorridos. A Teoria da Complexidade também vem de encontro a essa necessidade de inter-relação entre (...) os objetos, pois prega o estudo dos fenômenos respeitando suas complexidades. Portanto, este estudo visa promover a compreensão da Teoria da Complexidade inserida na prática profissional de bibliotecários e arquivistas, por meio da análise de artigos publicados no âmbito das revistas da área de ciência da informação, disponibilizados pela plataforma BRAPCI nos anos de 2012 a 2022. Pode-se observar que diversos parâmetros da Teoria da Complexidade estão inseridos naturalmente na rotina do profissional da informação, dependendo apenas que se compreenda a que eles se referem. (shrink)

This volume offers arguments from eastern and western philosophical traditions to enrich and diversify our present conceptions of knowledge. The contributors extend contemporary Western epistemology in novel directions, through investigating and questioning entrenched conceptions of knowledge. The cross-tradition engagement with the neurosciences, psychology, and anthropological studies is an important feature of the volumes methodological approach that helps broaden our epistemological horizons. It presents a collection of perspectives on epistemic agency by engaging philosophical traditions east and west, including Japanese, Buddhist, Confucian, (...) Daoist, and Anglo-analytic. (shrink)

This discussion of pride, shame, and guilt centers on the beliefs involved in the experience of any of these emotions. Through a detailed study, the author demonstrates how these beliefs are alike--in that they are all directed towards the self--and how they differ. The experience of these three emotions are illustrated by examples taken from English literature. These concrete cases supply a context for study and indicate the complexity of the situations in which these emotions usually occur.

本书的内容, 是属于中国哲学思想史上的"道学"与"心学"的考论研究, 故最初拟命名为"道学与心学". 此一主题, 如果用日本学界习用的说法, 也可名为"朱子学与阳明学". 考虑到此种题目的著述所在多有, 故定今名, 以示区别.

本书既深入浅出地阐释了中国古代儒释道三教的基本义理与思想,又史论结合地提示出其中所蕴涵的伦理价值取向与道德教化功能。.

I argue against mnemic reliabilism, an influential view that successful remembering must be produced by a reliable memory process. Drawing on empirical evidence from psychology and neuroscience, I refute mnemic reliabilism by demonstrating that: (1) patients with memory impairments (e.g., Alzheimer’s disease) can also successfully remember the past despite the unreliability of their corresponding memory processes; (2) some reliability-affecting factors (e.g., stress, divided attention, and insufficient encoding time) can render the memory processes of healthy individuals unreliable without preventing them from (...) occasionally resulting in successful remembering. Potential responses available for mnemic reliabilism are also evaluated. I show that those responses are susceptible to a challenge akin to the generality problem for process reliabilism. (shrink)

Famously, in the essay Inquiry Concerning the Distinctness of the Principles of Natural Theology and Morality (Prize Essay), Kant attempts to distance himself from the Wolffian model of philosophical inquiry. In this respect, Kant scholars have pointed out Kant’s claim that philosophy should not imitate the method of mathematics and his appeal to Newton’s “analytic method.” In this article, I argue that there is an aspect of Kant’s critique of the Wolffian model that has been neglected. Kant presents a powerful (...) attack of the idea that philosophy should proceed through the analysis of concepts and argues that we should give up the aim of arriving at “complete” concepts as one of its fundamental desiderata. Importantly, this attack of philosophy conceived as conceptual analysis is distinctive and original if one compares it with Kant’s critique of analysis in the Critique of Pure Reason, which rests on the idea that analysis is insufficient to ground substantial metaphysical truths. I also make an additional point: Scholars have debated whether the appeal to Newton’s analytic method involves a form of empiricism. I submit that this debate is ill-conceived because Kant uses a notion of “given concepts” that is indeterminate with respect to their a priori or a posteriori status. (shrink)

The Zhuangzi offers quite a few stories that centre on performance: a bellstand maker who selects wood to create wonderful bellstands; a ferryman who steers through rough waters; a cicada catcher who uses a stick, as if it were his hand, to catch cicadas; and a wheelmaker who, in using his chisel, feels it in his hand and responds with his heart. What is the role of the stick, for the cicada catcher, and the chisel, for the wheelmaker? What do (...) these masters know? I situate these questions within the intellectual context of the Zhuangzi, highlighting the text’s opposition to prevailing conceptions of a flourishing life. I draw on recent debates in extended mind and cognition to suggest that they offer interesting ways of understanding the knowledgeable practices of these masters. The frameworks and vocabulary of extended mind allow me to bring out how and why the Zhuangzi’s examples of mastery are apt and insightful reasons for rejecting the then current views on good government. The dialogue benefits both Chinese and Western traditions: the examples in the Zhuangzi help to diversify contemporary Western philosophy’s understanding of knowledge. (shrink)

This essay focuses on the unity of several virtues in pre-Qin Confucians. Confucius maintains the proper application and coherence of such virtues as benevolence, wisdom, trustworthiness, straightforwardness, courage, and firmness. Further, Confucius takes benevolence and nobility as characteristic of human being. Particular attention is paid to the distinction and relationship between virtuous characters and virtuous actions.

This edition of Marcel's inspiring Homo Viator has been updated to includle fifty-seven pages of new material available for the first time in English, making this the first English-language edition to conform to the standard French edition. Here, Christianity's foremost existentialist of the twentieth century gives us a prodigious personal insight on 'man on the way' that will reinforce and commend our own pilgrimages in hope. Book jacket.

The Zhuangzi is noted for its advocacy of many different perspectives—chickens, cicadas, fish and the like. There is much debate in the literature about the implications of Zhuangzi’s pluralist inclinations. I suggest that Zhuangzi highlights the limitations of individual, perspectivally-constrained, knowledge claims. He also spurns the ‘view from nowhere’ and is sceptical about the possibility of an ideal observer. For him, wisdom consists in understanding the epistemological inadequacies of each perspective. I propose that Zhuangzi’s philosophy offers significant insights to an (...) increasingly globalized world characterized by a plurality of ethical and value commitments. It does not assume there will necessarily be universal agreement or a standardized answer. Most importantly, it is a position that seeks to augment self-understanding and enrich the self in dialogue with and response to others. (shrink)

该书通过对宋明时代有代表性的二十余位理学思想家的介绍,叙述了宋明理学产生、发展、演变的过程,展示了宋明理学的基本人物、学术派别、概念命题与思想特色等内容。.

The primary objective of this book is to open space for rethinking the relationship between art and politics. It seeks to combat one of the fundamental assumptions that has plagued many of the previous debates on this issue: that art and politics are distinct entities definable in terms of common properties, and that they have privileged points of intersection, which can be determined once and for all in terms of an established formula. This common sense assumption is rooted in a (...) transcendent illusion according to which there are more or less fixed characteristics that unify our terms, concepts, and practices in such a way as to guarantee their meaning. Against this substantialist approach, Radical History & the Politics of Art argues for a praxeological account that begins the other way around by analyzing specific cultural practices without presupposing a conceptual unity behind them. Such an orientation is radically historicist in the sense that it recognizes that all of our practices—be they linguistic, theoretical, aesthetic or political—are historically constituted and that they are necessarily part of a temporal dynamic. Hence the contingent nature of the labels used to classify various practices or even identify ‘practice’ as such. Radical history thereby proposes a significant departure from the extant debates on art and politics by maintaining that there is no ‘art’ or ‘politics’ in general, nor a singular relation between them. There are only historically constituted practices in various conjunctures, some of which have been labeled, through practical acts of denomination, as ‘artistic’ or ‘political.’ Instead of proposing one more response to the oft-repeated question ‘what is the relationship between Art and Politics?’ this book seeks to overcome the presuppositions that plague such a question. It thereby changes the very nature of the investigation by asking: ‘how do the diverse aspects of practices identified as ‘aesthetic’ and ‘political’ overlap, intertwine and sometimes merge in precise socio-historical force fields of action? (shrink)

Skill and Mastery: Philosophical Stories from the Zhuangzi presents an illuminating analysis of skill stories from the Zhuangzi, a 4th century BCE Daoist text. In this intriguing text that subverts conventional norms and pursuits, ordinary activities such as swimming, cicada-catching and wheelmaking are executed with such remarkable efficacy and spontaneity that they seem like magical feats. An international team of scholars explores these stories in their philosophical, historical and political contexts. Their analyses’ highlight the stories’underlying conceptions of agency, character and (...) cultivation; and relevance to contemporary debates on human action and experience. The result is a valuable collection, opening up new lines of inquiry in comparative East-West philosophical debates on skill, cultivation and mastery, as well as cross-disciplinary debates in psychology, cognitive science and philosophy. (shrink)

Demonstrating the limitations of the one-at-a-time approach, crowd initiatives reveal the surprisingly powerful role of analytic and design choices in shaping scientific results. At the same time, cross-cultural variability in effects is far below the levels initially expected. This highlights the value of “medium” science, leveraging diverse stimulus sets and extensive robustness checks to achieve integrative tests of competing theories.