Fifty years after the death of Edmund Husserl, the main founder of the phenomenological current of thought, we present to the public a four book collection showing in an unprecedented way how Husserl's aspiration to inspire the entire universe of knowledge and scholarship has now been realized. These volumes display for the first time the astounding expansion of phenomenological philosophy throughout the world and the enormous wealth and variety of ideas, insights, and approaches it has inspired. The basic commitment to (...) phenomenological concerns found in all this variety makes this collection a most signifi cant historical document. This second volume of the collection bears witness to a deliberate shift of attention from the earlier to the later phase of Husserl's reflections. We see how his issues - intersubjectivity, ethics, human encounter, the societal world, empathy, the sphere of the self, and the surpassing of dichotomies (bodylpsyche, etc.) - are now at the center of attention in the human sciences. Among the authors are H. Tellenbach, A. Rigobello, C. Balzer, C. Bjurvill, V. Molchanov, E. Syristova, O. Balaban, R. Boehm, M. Sancipriano, O. M. Anwar, Y. Okamoto, B. Holyst, T. Sodeika, and M. De Negri. The studies were gathered at the programs held by The World Institute for Advanced Phenomenological Research and Learning in the commemorative year 1988/1989, chiefly at the First World Congress of Phenomenology at Santiago de Compos tela, Spain, with the aim of assessing the current state of phenomenology. A-T. T. (shrink)

This article illustrates the practical usefulness of transdisciplinary work for practical theology by showing how input from an occupational therapist informed my understanding and interpretation of the story of Hannetjie, who had been sexually abused as a child. This forms part of a narrative practical theological research project into the spirituality of female adult survivors of childhood sexual abuse. Transdisciplinary work is useful to practical theologians, as it opens possibilities for learning about matters pastors have to face, but may (...) not have knowledge about. A short retelling of Hannetjie’s story is given to provide information about the context of the research. Next, the transdisciplinary process that was followed is mentioned, and the questions that the transdisciplinary team had to respond to are discussed. Following that, I focus more specifically on the occupational therapist’s answers, and the knowledge gained from her contribution, as an example of how a co-researcher from a divergent discipline can inform a theological study. In this case, knowledge was shared about sensory integration and how the brain processes traumatic stimuli, such as sexual abuse. Lastly, the interrelationship between Hannetjie’s body stories, mind stories and spirit stories is discussed to show how the learning received from occupational therapy affected my thinking about Hannetjie’s stories and the relationships between them. Thus, it is concluded that transdisciplinary work has great value for practical theology, especially in the pastor’s daily work with people who are struggling with difficult stories, because we cannot listen to people’s spirit stories in isolation. They are inextricably intertwined with all our stories about ourselves. (shrink)

To introduce this collection of research studies, which stem from the pro grams conducted by The World Phenomenology Institute, we need say a few words about our aims and work. This will bring to light the significance of the present volume. The phenomenological philosophy is an unprejudiced study of experience in its entire range: experience being understood as yielding objects. Experi ence, moreover, is approached in a specific way, such a way that it legitima tizes itself naturally in immediate evidence. (...) As such it offers a unique ground for philosophical inquiry. Its basic condition, however, is to legitimize its validity. In this way it allows a dialogue to unfold among various philosophies of different methodologies and persuasions, so that their basic assumptions and conceptions may be investigated in an objective fashion. That is, instead of comparing concepts, we may go below their differences to seek together what they are meant to grasp. We may in this way come to the things them selves, which are the common objective of all philosophy, or what the great Chinese philosopher Wang Yang Ming called "the investigation of things". It is in this spirit that the Institute's programs include a "cross-cultural" dialogue meant to bring about a profound communication among philosophers in their deepest concerns. Rising above artificial cultural confinements, such dialogues bring scholars, thinkers and human beings together toward a truly human community of minds. Our Institute unfolds one consistent academic program. (shrink)

Medicine's crucial concern with health is perennial, but its reflection, concepts, means change with the advance of science and social life. We present here a fascinating panorama of current medical discussions with their philosophical underpinnings, and queries as they have evolved from the past. The role of Tymieniecka's phenomenology of life is brought forth as the system of philosophical reference.

Through mystery, literature reveals to us the Great Unknown. While we are absorbed by the matters at hand with the present enactment of our life, groping for clues to handle them, it is through literature that we discover the hidden strings underlying their networks. Hence our fascination with literature. But there is more. The creative act of the human being, its proper focus, holds the key to the Sezam of life: to the great metaphysical/ontopoietic questions which literature may disclose. (...) First, it leads us to the sublimal grounds of transformation in the human soul, source of the specifically human significance of life (Analecta Husserliana, Volume III, XIX, XXIII, XXVII) Second, it leads us to the unveiling of the hidden workings of life in the twilight of knowing in a dialectic between The Visible and the Invisible, (Volume LXXV, 2002, Analecta Husserliana) down to the ontopoietic truth. (Volume LXXVI, 2002, Analecta Husserliana) This prying into the unknown which provokes the human being as he or she attempts to conquer, step by step, a space of existence, finds its culmination in the phenomenon of mystery as the subject of the present collection. Its formulation brings us to the greatest question of all: the enigmatic solidarity -in-distinctiveness of human cognition and existence. Papers are written by: Tony E. Afejuku, Gary Backhaus, Paul G. Beidler, Matthew J. Duffy, Raffaela Giovagnoli, Jennifer Anna Gosetti-Ferencei, Matti Itkonen, Lawrence Kimmel, Catherine Malloy, Vladimir L. Marchenkov, Nancy Mardas, Howard Pearce, Bernadette Prochaska, Victor Gerald Rivas, M.J. Sahlani, Dennis Skocz, Jadwiga S. Smith, Mara Stafecka, Max Statkiewicz, Mariola Sulkowska, Anna-Teresa Tymieniecka, Leon U. Weinman, Tim Weiss. (shrink)

Objective: Mindfulness-based intervention has been proposed to alleviate loneliness and improve social connectedness. Several randomized controlled trials have been conducted to evaluate the effectiveness of MBI. This study aimed to critically evaluate and determine the effectiveness and safety of MBI in alleviating the feeling of loneliness.Methods: We searched Medline, Embase, PsycInfo, Cochrane CENTRAL, and AMED for publications from inception to May 2020. We included RCTs with human subjects who were enrolled in MBI with loneliness as an outcome. The quality (...) of evidence was assessed using Cochrane's Risk of Bias tool and Grading of Recommendations Assessment, Development, and Evaluation. A random-effects model was used for meta-analysis.Results: Out of 92 articles identified, eight studies involving 815 participants were included in this study. Most trials conducted a minimum of 8 weeks of MBI. Most of the trials used UCLA-Loneliness Scale. A pooled analysis combining three trials and compared with wait-list showed significant improvement in loneliness score reduction using the UCLA-R scale with MD of −6.33 [95% confidence interval : −9.39, −3.26]. Subgroup analysis with only two Cognitively-Based Compassion Training trials also showed similar MD of −6.05. The overall quality of evidence was low.Conclusions: Mindfulness intervention with an average length of 8-week duration significantly improved the population's loneliness level with no mental health issue. However, this evidence had a low GRADE level. (shrink)

I. Prelude -- About this Book -- II. School Mathematics and Its Consequences -- The Foundations of Mathematical Thinking -- Compression, Connection and Blending of Mathematical Ideas -- Set-befores, Met-befores and Long-term Learning -- Mathematics and the Emotions -- The Three Worlds of Mathematics -- Journeys through Embodiment and Symbolism -- Problem-Solving and Proof -- III. Interlude -- The Historical Evolution of Mathematics -- IV. University Mathematics and Beyond -- The Transition to Formal Knowledge -- Blending Knowledge Structures in (...) the Calculus -- Expert Thinking and Structure Theorems -- Contemplating the Infinitely Large and the Infinitely Small -- Expanding the Frontiers through Mathematical Research -- Reflections -- Appendix: Where the Ideas Came From. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and our place in it, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems have arisen as a result. (...) What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme that we have institutionalized in 20th century academic inquiry. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. (shrink)

The paper adopts an inter-theoretical socio-cultural and -material perspective on the relationship between human + machine learning to propose a new way to investigate the human + machine assistive assemblages emerging in professional work (e.g. medicine, architecture, design and engineering). Its starting point is Hutchins’s (1995a) concept of ‘distributed cognition’ and his argument that his concept of ‘cultural ecosystems’ constitutes a unit of analysis to investigate collective human + machine working and learning (Hutchins, Philos Psychol (...) 27:39–49, 2013). It argues that: (i) the former offers a way to reveal the cultural constitution of and enactment of human + machine cognition and, in the process, the limitations of the computational and connectionist assumptions about learning that underpin, respectively, good old-fashioned AI and deep learning; and (2) the latter offers a way to identify, when amplified with insights from Socio-Materialism and Cultural-Historical Activity Theory, how ML is further rearranging and reorganising the distributed basis of cognition in assistive assemblages. The paper concludes by outlining a set of conjectures researchers that could use to guide their investigations into the ongoing design and deployment of HL + ML assemblages and challenges associated with the interaction between HL + ML. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...) warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act, via science and technology, without also acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. (shrink)

Can we learn to create a better world? Yes, if we first create traditions and institutions of learning rationally devoted to that end. At present universities all over the world are dominated by the idea that the basic aim of academic inquiry is to acquire knowledge. Such a conception of inquiry, judged from the standpoint of helping us learn wisdom and civilization, is grotesquely and damagingly irrational. We need to change our approach to academic enterprise if we are to (...) create a kind of inquiry rationally devoted to helping us become more civilized. (shrink)

Improving Human Learning in the Classroom provides a functional and realistic approach to facilitate learning through a demonstration of commonalities between the various theories of learning. Designed to assist educators in eliciting students' prior knowledge, providing feedback, transfer of knowledge, and promoting self-assessment, Taylor and MacKenney provide proven strategies for infusing various learning theories into a curriculum, guiding educators to find their own strategies for promoting learning in the classroom. Both quantitative and qualitative research (...) methods investigate learning theories and reforms in education. Quantitative data sources build the theoretical framework for educating the student, as well as developing strategies for closing the achievement gap. Taylor and MacKenney fuse personal experiences with solid strategies for human learning. (shrink)

A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, (1) between learning that takes place with versus without concurrent awareness, and (2) between learning that involves the encoding of instances (or fragments) versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. (...) We examine the evidence for implicit learning derived from subliminal learning, conditioning, artificial grammar learning, instrumental learning, and reaction times in sequence learning. We conclude that unconscious learning has not been satisfactorily established in any of these areas. The assumption that learning in some of these tasks (e.g., artificial grammar learning) is predominantly based on rule abstraction is questionable. When subjects cannot report the rules that govern stimulus selection, this is often because their knowledge consists of instances or fragments of the training stimuli rather than rules. In contrast to the distinction between conscious and unconscious learning, the distinction between instance and rule learning is a sound and meaningful way of taxonomizing human learning. We discuss various computational models of these two forms of learning. (shrink)

A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, between learning that takes place with versus without concurrent awareness, and between learning that involves the encoding of instances versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence (...) for implicit learning derived from subliminal learning, conditioning, artificial grammar learning, instrumental learning, and reaction times in sequence learning. We conclude that unconscious learning has not been satisfactorily established in any of these areas. The assumption that learning in some of these tasks is predominantly based on rule abstraction is questionable. When subjects cannot report the “implicitly learned” rules that govern stimulus selection, this is often because their knowledge consists of instances or fragments of the training stimuli rather than rules. In contrast to the distinction between conscious and unconscious learning, the distinction between instance and rule learning is a sound and meaningful way of taxonomizing human learning. We discuss various computational models of these two forms of learning. (shrink)

Learning general concepts in imperfect environments is difficult since training instances often include noisy data, inconclusive data, incomplete data, unknown attributes, unknown attribute values and other barriers to effective learning. It is well known that people can learn effectively in imperfect environments, and can manage to process very large amounts of data. Imitating human learning behavior therefore provides a useful model for machine learning in real-world applications. This paper proposes a new, more effective way to (...) represent imperfect training instances and rules, and based on the new representation, a Human-Like Learning (HULL) algorithm for incrementally learning concepts well in imperfect training environments. Several examples are given to make the algorithm clearer. Finally, experimental results are presented that show the proposed learning algorithm works well in imperfect learning environments. (shrink)

Christopher Winch launches a vigorous Wittgensteinian attack on both the "romantic" Rousseauian and the "scientific" cognitivist traditions in learning theory. These two schools, he argues, are more closely related than is commonly realized.

Niche construction theory (NCT) can be applied to examine the influence of culturally constructed learning environments on the acquisition and retention of beliefs, values, role expectations, and skills. Thus, NCT provides a quantitative framework to account for cultural-historical contingency affecting development and cultural evolution. Learning in a culturally constructed environment is of central concern to many sociologists, cognitive scientists, and sociocultural anthropologists, albeit often from different perspectives. This article summarizes four pertinent theories from these fields—situated learning, activity (...) theory, practice theory, and distributed cognition. As a basis for interdisciplinary investigation, the article considers how these theories may be addressed using a cultural niche-construction framework, including the utility of an embedded model that explicitly accounts for effects of the constructed learning environment on within-individual learning dynamics in an evolutionary framework. (shrink)

This book radically counters the optimism sparked by Competence Based Education and Training, an educational philosophy that has re-emerged in Schooling, Vocational and Higher Education in the last decade. CBET supposedly offers a new type of learning that will lead to skilled employment; here, Preston instead presents the competency movement as one which makes the concept of human learning redundant. Starting with its origins in Taylorism, the slaughterhouse and radical behaviourism, the book charts the history of competency (...) education to its position as a global phenomenon today, arguing that competency is opposed to ideas of process, causality and analog human movement that are fundamental to human learning. (shrink)

The rise of learning analytics, the application of complex metrics developed to exploit the proliferation of ‘Big Data’ in educational work, raises important moral questions about the nature of what is measurable in education. Teachers, schools and nations are increasingly held to account based on metrics, exacerbating the tendency for fine-grained measurement of learning experiences. In this article, the origins of learning analytics ontology are explored, drawing upon core ideas in the philosophy of computing, such as the (...) general definition of information and the information-theoretic account of knowledge. Drawing upon a reading of Descartes Meditatio II, which extends the phenomenology of Jean-Luc Marion into a pedagogy of intentionality, the article identifies a fundamental incompatibility between the subjective experience of learning and the information-theoretic account of knowledge. Human subjects experience and value their own information incommensurably with the ways in which computers measure and quantify information. The consequences of this finding for the design of online learning environments, and the necessary limitations of learning analytics and measurement are explored. (shrink)

Pioneering work in the 1940s and 1950s suggested that the concept of chunking might be important in many processes of perception, learning and cognition in humans and animals. We summarize here the major sources of evidence for chunking mechanisms, and consider how such mechanisms have been implemented in computational models of the learning process. We distinguish two forms of chunking: the first deliberate, under strategic control, and goal-oriented; the second automatic, continuous, and linked to perceptual processes. Recent work (...) with discrimination-network computational models of long- and short-term memory (EPAM/CHREST) has produced a diverse range of applications of perceptual chunking. We focus on recent successes in verbal learning, expert memory, language acquisition and learning multiple representations, to illustrate the implementation and use of chunking mechanisms within contemporary models of human learning. (shrink)

For Christian education, this book provides a theological rationale for the use of methods of teaching and learning of educationally proven effectiveness.

Somatic or inherited mutations in the adenomatous polyposis coli (APC) gene are a frequent cause of colorectal cancer in humans. APC protein has an important tumor suppression function to reduce cellular levels of the signaling protein β‐catenin and, thereby, inhibit β‐catenin and T‐cell‐factor‐mediated gene expression. In addition, APC protein binds to microtubules in vertebrate cells and localizes to actin‐rich adherens junctions in epithelial cells of the fruit fly Drosophila (Fig. 1). Very little is known, however, about the function of these (...) cytoskeletal associations. Recently, Hamada and Bienz have described a potential role for Drosophila E‐APC in cellular adhesion,1 which offers new clues to APC function in embryonic development, and potentially colorectal adenoma formation and tumor progression in humans. BioEssays 24:771–774, 2002. © 2002 Wiley Periodicals, Inc. (shrink)

This article takes an evolutionary “reverse engineering” standpoint on Homo discens, learning man, to track down the mechanisms that played a pivotal role in the natural selection of human being. The approach is “evolutionary sociological”—as opposed to gene-centred or psychologising—and utilises notions of co-evolutionary organism–environment transactions and niche construction. These are compatible with a Deweyan theory of action, which entails that in action one cannot but learn and one can only learn in action. Special attention is paid to (...) apprentice-like learning-by-doing peculiar to human socio-cultural niches since the Pleistocene, which has permitted each subsequent generation to learn the many habits and skills needed in utilising the affordances of action that constitute their ecological niche. Affordances and actions have changed over the history of human–environment transactions, but the core mechanisms of human learning have not changed much. It is increasingly important to appreciate these mechanisms now in the global age “knowledge society,” which is in a way similar to the Pleistocene era: characterised by uncertainty and life-determining problem-situations without any ready-made solutions, it calls for capacities to adapt to changing circumstances, and thus apprentice-like learning in action supported by savvy epistemological engineering of learning environments. (shrink)

This paper describes a novel perspective on the foundations of mathematics: how mathematics may be seen to be largely about “information compression via the matching and unification of patterns”. That is itself a novel approach to IC, couched in terms of nonmathematical primitives, as is necessary in any investigation of the foundations of mathematics. This new perspective on the foundations of mathematics reflects the facts that mathematics is almost exclusively the product of human brains, and has been developed, as (...) an aid to human thinking, mathematics is likely to be consonant with much evidence for the importance of IC in human learning, perception, and cognition. This perspective on the foundations of mathematics has grown out of a long-term programme of research developing the SP Theory of Intelligence and its realization in the SP Computer Model, a system in which a generalised version of ICMUP—the powerful concept of SP-multiple-alignment—plays a central role. This paper shows with an example how mathematics, without any special provision, may achieve compression of information. Then, it describes examples showing how variants of ICMUP may be seen in widely used structures and operations in mathematics. Examples are also given to show how several aspects of the mathematics-related disciplines of logic and computing may be understood as ICMUP. Also discussed is the intimate relation between IC and concepts of probability, with arguments that there are advantages in approaching AI, cognitive science, and concepts of probability via ICMUP. Also discussed is how the close relation between IC and concepts of probability relates to the established view that some parts of mathematics are intrinsically probabilistic, and how that latter view may be reconciled with the all-or-nothing, “exact,” forms of calculation or inference that are familiar in mathematics and logic. There are many potential benefits and applications of the mathematics-as-IC perspective. (shrink)

To support their main claim, Mitchell et al. broach the issue of the relationship between the learning performance of human and nonhuman animals. We show that their argumentation is problematic both theoretically and empirically. In fact, results from learning studies with humans and honey-bees strongly suggest that human learning is not entirely propositional.

In this essay, Chris Higgins sets out to disentangle the tradition of humane learning from contemporary distinctions and debates. The first section demonstrates how a bloated and incoherent “humanism” now functions primarily as a talisman or a target, that is, as a prompt to choose sides. It closes with the image of Doris Salcedo's Shibboleth, suggesting that humanism is more like the uncertain footing of Salcedo's fissure than the footholds on either side. The second section suggests that this “alien (...) humanism” is hiding in plain sight, requiring us only to read an inch beyond the poster-ready copy fueling the polemics. Even a cursory glance at the texts from which these epitomes are drawn — from Terence's “Nothing human is foreign to me,” through Shakespeare's “What a piece of work is a man,” to Arnold's “The best of what has been thought and said” — is enough to reconnect us with a tradition stranger and more dynamic than that portrayed by boosters and knockers alike. The third section explores the tensions between the research university and the tradition of humane letters it has come to house, arguing that it will not do to escape this rancor by hiding behind the functionalist, and ultimately circular, term “humanist,” defined as one who does research in the humanities. The final section shows that if this older tradition pulls away, to some extent, from the modern humanities, it simultaneously embraces scientific and professional fields, as demonstrated by the long tradition of the physician-humanist. (shrink)

Mitchell et al. contend that there is no need to posit a contribution based on the formation of associative links to human learning. In order to sustain this argument, they have ignored evidence which is difficult to explain with propositional accounts; and they have mischaracterised the evidence they do cite by neglecting features of these experiments that contradict a propositional account.

We distinguish the question whether only human minds are equipped with a language of thought (LoT) from the question whether human minds employ a single uniquely human learning mechanism. Thus separated, our answer to both questions is negative. Even very simple minds employ a LoT. And the comparative data reviewed by Penn et al. actually suggest that there are many distinctively human learning mechanisms.