I hope to clarify and explicate an account of how a creature comes to be brought into the space of reasons – that is, comes to take its place as a rational agent in social practices. My ultimate interest, however, is with a tension apparently generated by the emphasis on training coupled with this attack on cognitivism. If one’s coming to maturity depends on one being embedded in a practice, so that one comes to adopt, with ‘comfortable certainty’, the common (...) ground of that practice’s language games, then there seems to be no position from which to frame a critique of a practice. (shrink)

We present a model for several early stages of the sensorimotor transformations involved in targeted arm movement. In psychophysical experiments, human subjects pointed to the remembered locations of randomly placed targets in three-dimensional space. They made consistent errors in distance, and from these errors stages in the sensorimotor transformation were deduced. When subjects attempted to move the right index finger to a virtual target they consistently undershot the distance of the more distal targets. Other experiments indicated that the error was (...) in the sensorimotor transformation rather than in the perception of distance. The error was most consistent when evaluated using a spherical coordinate system based at the right shoulder, indicating that the neural representation of target parameters is transformed from a retinocentric representation to a shoulder-centered representation. According to the model, the error in distance results from the neural implementation of a linear approximation in the algorithm to transform shoulder-centered target parameters into a set of arm orientations appropriate for placing the finger on the target. The transformation to final arm orientations places visually derived information into a frame of reference where it can readily be combined with kinesthetically derived information about initial arm orientations. The combination of these representations of initial and final arm orientations could give rise to the representation of movement direction recorded in the motor cortex by Georgopoulos and his colleagues. Later stages, such as the transformation from kinematic to dynamic parameters, or to levels of muscle activation, are beyond the scope of the present model. (shrink)

Wittgenstein constantly invokes teaching, training and learning in his later work. It is therefore interesting to consider what role these notions play for him there. I argue that their use is central to Wittgenstein’s attempt to refute cognitivist assumptions, and to show how normative practices can be understood without the threat of circularity, grounded not in a kind of seeing, but in doing, and the natural reactions of an organism. This can generate a worry that Wittgenstein’s position is quietist and (...) anti-critical: critique, as a challenge to the taken-for-granted grammar of our language game, is technically meaningless. I argue that Wittgenstein does not rule out critique. His own practice demonstrates that critique is possible, but takes place within a language game, and its status as critique is always subject to challenge in the agora of a discourse. (shrink)

Sally Gadow's tenure as professor of nursing at the University of Colorado Health Sciences Center during my doctoral studies radically changed my view on science, nursing, relationships, and most importantly, the world. In this paper, I use ideas stimulated by Gadow's classes to argue that recognizing ambiguity through an attitude of metaphysical revolt can free nurses to form relationships with patients who are complex subjects rather than objects to be treated. I will first discuss Camus’ ideas of absurdity from the (...) Myth of Sisyphus, comparing the awake passions of Don Juan and the maniacal (and fatal) love of Romeo and Juliet (1955). Merleau‐Ponty's (1962) work on the dialectic of human sexuality sheds light on the intrinsic bodily ambiguity of human existence as seen through sexual attraction. de Beauvoir (1948) further lends insight into ideas of ambiguity, relationship, and freedom. Finally, I will argue that recognition of the intrinsic ambiguity of existence coupled with an attitude of metaphysical revolt may free nurses and patients from external frameworks that limit experience, impose meaning, and in the process, sever human relationship. (shrink)

During World War I, in response to substantial advancements in wartime surveillance, it became a common practice to rely on “vision specialists” to devise effective methods of fooling the enemy. These methods, collectively referred to now as camouflage, were designed by so-called camoufleurs, men who in civilian life had been trained as artists, graphic designers, architects, and theatre scenographers. Among the techniques they employed were perspective-based spatial distortions, of the sort that are also frequently used in theatrical set design, trompe (...) l’oeil paintings, and wildlife displays. This paper describes these methods, explains how they were intended to work, and discusses their effectiveness. (shrink)

Purpose. The article highlights the demand for critical thinking in everyday life at the present stage of development of globalized culture and emphasizes the role of philosophy as a source of rationality. Philosophizing, which is determined by the psychosociocultural matrix, sets the toposes, vocabulary and rhythms of meaning making, their preservation and transformation. The purpose of the article is to concretize the practices of socio-cultural communication, primarily through the social institute of education, where individuals interact with the psychosociocultural matrix (...) of philosophizing, which mediate the general and individual level in philosophical culture. Theoretical basis of the study are cultural anthropology and phenomenological methods. Originality of the study: based on the philosophy of intersubjectivity, we actualized the rational grounds for formation of adequate judgments in modern culture at the level of everyday life. This justifies the inevitability of the spread of various forms and types of philosophical education, philosophical thinking, ideas and values developed in philosophical communities beyond the narrow circle of professional philosophers. This implies the systemic involvement of philosophers as professionals of meaning-making in solving problems in various non-academic fields – politics, economics, law, etc. The formation of skills of philosophical critical thinking in the process of preparing young people for active civil life is no less important aspect of this. Conclusions lead to an understanding of the existential importance of philosophy and philosophizing and the need for organized forms of knowledge transfer such as the Faculty of Philosophy of the Classical University. There is a mutual interest and interaction of the general culture of society and philosophy as a special kind of culture. Because philosophy actively configures other forms of culture, contributes to the creation of sociocultural identities precisely because of its ability to conceptually reproduce the core of the psychosociocultural matrix that underlies the existence of all these different forms within one society. The sociocultural macro level of philosophical spiritual practices is formed by the psychosociocultural matrix of the philosophical tradition, which retains its longevity from the emergence of philosophy and goes through its history, demonstrating the features of the national reception of philosophy as a national-specific embodiment of sociocultural macro level of the psychosociocultural matrix. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:RUSSELL AND G. H. HARDY: A STUDY OF THEIR RELATIONSHIP I. GRATTAN-GUINNESS Faculty of Science, Engineering and Mathematics Middlesex Polytechnic Enfield, Middlesex EN3 45F, England I. INTRODUCTION Prom time to time the name of Hardy turns up in Russell's career: a common interest in set theory and the philosophy of mathematics, similar political and religious sentiments, and certain matters of mutual concern arising at Trinity College Cambridge and in (...) the university in general. However, there is no connected account of their contacts. The purpose of this article is to fill a gap in the literature on both men. After enduring private instruction at home, Bertrand Russell gained a minor scholarship in mathematics at Trinity College in 1890; he took Part I of the Mathematical Tripos until 1893 and then Part II of the Moral Sciences Tripos in the following year. In 1895 he gained a Prize Fellowship, which he held until 1901; in 19IO.he was awarded a college lectureship which he lost six years later under circumstances noted in section IV below. Much of the intervening time was spent in Oxford or London; however, he spent part of each year in Cambridge.1 The later years are brieHy recorded in section IV. Born into an intellectual family ofmodest means in 1877 (five years younger than Russell, therefore), Godfrey Harold Hardy won a scholarship to Winchester College and then went to Trinity College in I Standard biographical information on Russell is easily available; see, for example, R. W. Clark, The Life ofBertrand Russel~ specific phases and events are dealt with in succeeding footnotes. The Autobiography ofBertrand Russell is of lower quality than one might imagine; for example, Hardy is not mentioned at all! rus.ell: the Journal of the Bertrand Russell Archives McMasrer Unive~ity Library Press noS. 11 (wimer 1991-92): 165-79 ISSN 0036-01631 166 I. GRATTAN-GUINNESS 1896, just after Russell had gained his fellowship. He was elected to the Apostles (the "Society") in 1898, the year after Russell "took wings" after five years' active membership; he seems to have been less active than Russell as a speaker during his own three years there.2 At some stage he also joined the Cambridge University Moral Sciences Club, which Russell had joined in. 1891; a surprising contribution will be described in section IV.3 Graduating as fourth wrangler in Part I of the Mathematical Tripos in 1898 and gaining a high place in Part II in 1900, Hardy received at once a Prize Fellowship (like Russell). Upon its termination six years later, he obtained a colleg~ lectureship, which he held until 1919. He was elected a Fellow of the Royal Society of London in 1910 (two years after Russell),4 and in the following year he began his life-long collaboration with his younger colleague ]. E. Littlewood (1885-1977), also a Trinity College graduate and then Fellow, and also a friend of Russell.5 The next stages of Hardy's career will be described in section IV: his personality is assessed in a concluding section v. 1 On Russell'~ and Hardy's roles in the Apostles, see passim in P. Levy, Moore: G. E Moore and the Cambridge Apostles (London: Weidenfeld and Nicolson, 1979). 3 The chief obituary of Hardy is by E. C. Titchmarsh, published in slightly different forms in Obituary Notices ofthe Royal Society ofLondon, 6 (1949); 447-61, and Journal ofthe London Mathematical Society, 25 (1950): 81-101 (followed by more technical surveys of his mathematics by Titchmarsh and eight other authors on pp. 102-38). The first version is reprinted with a few changes in Hardy's Collected Papers, 7 vols. (Oxford: Clarendon P., 1966-79), I: 1-12. No major study has been written on him since. 4 Hardy was n~minated for a Royal Sociery fellowship in 1907 by A. R. Forsyth, seconded by J. W L. Glaisher, and supported "on personal knowledge" by W Burnside, E. W Hobson, P. A. MacMahon, A. N. Whitehead, A. E. H. Love, E. B. Elliott and T.]. d'A. Bromwich; the proposal was "suspended" (put up for voring) in 1908, 1909 and 1910 (Royal Sociery Cettificates, 12: foJ. 311). Although Russell was... (shrink)

In response to globalization, is there to be a single, homogeneous set of aesthetic values governing the production and consumption of art? I focus on a newcomer to globalized contemporary art, China, and argue that artworld art is far from the only art currently being produced. I describe four connected kinds of art currently made in China: Modernist, traditional, and avant-garde, which are artworld art, and mass commercial, which is not. Practices in all four conform to expectations globally that Chinese (...) art of all kinds should exemplify imitation, emulation, and copying. Such conformity entails what Winnie Wong has termed ‘staging Chineseness’. I conclude with an examination of this process in two recent exhibitions before proposing that a proliferation of a variety of values is unavoidable while contemporary artworld practitioners continue to introduce local concerns, and while the self-claimed high status of artworld art is progressively challenged by the vitality worldwide of non-artworld art. While some of these values are resistant to Western globalizing homogenization, others conform to it. (shrink)

As noted in the Report of the Central Committee of the CPSU to the Twenty-Fourth Party Congress, presented by the General Secretary of the Central Committee of the CPSU, Comrade L. I. Brezhnev, the economy is taking on an entirely new scale of operations at the present stage. The basis of our economic power is coming to be industry with its numerous branches and a socialist agriculture organized on a large scale, advanced science, and skilled corps of workers, experts (...) in technology, and managers. Incomparably higher levels of the economy, of socialist social relationships, of culture, and of the consciousness of the broad masses of the workers are being attained. All this enables us today to set and attain objectives we could not have dreamed of at earlier stages in the building of socialism. (shrink)

The purpose of this paper is to assess Profet’s (1992) and others’ hypothesis that nausea and vomiting in pregnancy (NVP) is adaptive. A number of studies have found an association between NVP and a decreased risk for early fetal loss (<20 weeks). It is assumed that the adaptive benefits of improved survivorship associated with NVP outweigh the minimal nutritional consequences. However, in populations that experience marginal levels of nutrition, NVP may have important nutritional consequences. To test these potential consequences, a (...) study on NVP, nutritional status, and pregnancy outcome was conducted among Turkana pastoralists, who experience seasonal and chronic nutritional stress. Interviews and anthropometric assessments were conducted on 68 pregnant Turkana women of Kenya during a 1993–1994 field season. The results from the case study suggest that women who experience NVP do encounter nutritional consequences in the later stages of pregnancy and are more likely to experience poor pregnancy outcomes. These results suggest that NVP may not be adaptive in all environmental settings, particularly among marginally nourished populations. (shrink)

The subject of Cumming’s large and dense book is dialectic as it developed in the existentialist tradition. Hegel is rightfully a background figure as it is Hegelian dialectic which sets the stage for the subsequent attacks and modifications upon it. The foreground and most dealt with figure in Starting Point is Søren Kierkegaard. Indeed, in one respect, one might well characterize this book primarily as an examination of Kierkegaardian dialectic as the source of and focus of most of the (...) existentialist movement. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Setting the Stage for a Dialogue:Aesthetics in Drama and Theatre EducationAlistair Martin-Smith (bio)For us, education signifies an initiation into new ways of seeing, hearing, feeling, moving. It signifies the nurture of a special kind of reflectiveness and expressiveness, a reaching out for meanings, a learning to learn.—Maxine Greene, Variations on a Blue Guitar1Examining the aesthetics of the complementary fields of educational drama and theatre is like looking (...) through a kaleidoscope. If you turn it one way, you see one colorful pattern; if you turn it the other way, you see yet another. The multiplicity of approaches to drama and theatre education, each with its own aesthetic pattern, often obscures the common ground they all share. As a result, in its unique emphasis on art, pedagogy, and society, each may have its own aesthetic pattern; yet only by looking closely at each distinct pattern can we understand more of the power of drama and theatre to develop human consciousness.In Western education, aesthetic learning seems incidental to the assessment of learning. How did this happen? For Descartes, whose Cartesian philosophy dissociated mind from body, aesthetic feelings are irrational, since they originate in the body's senses rather than in the mind. Theories of education focused on the primacy of cognition, denying feelings in the erroneous belief that learning is independent of its context. Conversely, aesthetic education is concerned with the quality of experience, how it is felt. Dewey believed that "learning by doing" was a "consummatory" experience for the learner; it was dramatic, dialogic, and felt. The confusion between subjective and objective aspects of the aesthetic experience makes aesthetic evaluation difficult, and this may be why cognitively dominated education has steered clear of aesthetics. Richard Courtney recognized that there is an important distinction to be made between aesthetic symbols and [End Page 3] artistic symbols: "Aesthetic symbols emphasize feeling; artistic symbols are context-dependent—they only have meaning in the context of art."2David Best argues that "the failure to recognise the distinction between the aesthetic and the artistic contributes largely to the trivialisation of the potential of the arts in education."3 He points out that "... it may often be necessary to take into account, at least implicitly, wider factors... in order to judge whether [an] appraisal was aesthetic or artistic."4 What are these wider factors, and how can audiences attend to them? As Christopher Havell reminds us,There is increasing pressure on drama teachers to use their teaching expertise purely for the development of social and life-skills training. This instrumental work may, at times, closely resemble the drama process, but the intentions will be confined to an experience that simulates or resembles those "real-life situations" that it is expected students will encounter. The aesthetic search for the "universal" at the centre of the particular will not be a relevant aim in any vocational training! One can only hope that the emerging interest in the aesthetic nature of drama and its place in a coherent arts education will encourage teachers and students to reflect on the final inadequacy of any instrumental view.5I believe that it is through the power of aesthetic education that audiences for drama and theatre will come to appreciate the artistic.In Caravaggio's painting David with the Head of Goliath (1606-10), the viewer is confronted with three time periods simultaneously. In his depiction of David, Caravaggio paints the shepherd-king of the Old Testament who prefigures Christ, but he is also modeled on Caravaggio's lover. David holds the severed head of Goliath down low in such a way as to engage the private viewer rather than to evoke the public spectacle.6 As I understood that the head of Goliath was actually a self-portrait of the painter not long before his death, I experienced a moment of instantaneity that shocked me into a new awareness of my own mortality, my relation to life and death. As it is Caravaggio's last journey, so is it our own. While Caravaggio's penultimate painting is recognized in terms of its artistic achievement, the moment of self-recognition on the part of the... (shrink)

Three major views of the observation?theory relation are now extant: (1) Observation and theory are mutually independent and observation provides the basis for evaluating theories. (2) Observations are theory?dependent and do not provide objective grounds for evaluating theories. (3) The concept of observation should be extended in a way that includes many so?called ?theoretical?entities? among the observables. Analyses of these views set the stage for a new approach that incorporates lessons learned from discussions of earlier accounts. The central idea (...) of this new approach is that empirical testing requires comparison of results arrived at by derivation from the theory being tested (plus appropriate auxiliary premises) with results derived from an interaction with aspects of nature in the theory's domain. These routes are independent in that each can be pursued without knowledge of the details or results of the alternative route. The approach accounts for the role of empirical results in evaluating theories without requiring that these results be theory?free or more certain than theoretical results. It also provides a basis for understanding the conditions under which a conflict between observation and theory can result in rejection of the observational result. (shrink)

Problems of the relationship between man and nature are becoming a steadily increasing portion of the questions facing modern civilization. Moreover, their character is changing significantly. Only two or three decades ago, the most acute problems were an unending list of "shortages" of one type or another, while the environment in which men lived was regarded primarily as a set of resources without which things could not be produced. Today it is the threat of excessive human influences on nature that (...) has taken center stage. The biosphere is beginning to be perceived on the level of its capacity to assimilate what has been produced, and the growing question is how best to combine the scientific-technological creations of man with the objective processes occurring in nature. (shrink)

This special issue presents developments in research on the cognitive mechanisms and consequences of surprise. Amidst much progress, surprise research has often been siloed, so, as editors, we have sought to juxtapose insights, theories, and findings, to support cross‐fertilization in future research. The present paper sets the stage by presenting a historical summary, highlighting contrasts in definitions, and tracing major threads running through this issue and the larger surprise literature.

The insight phenomenon is thought to comprise two components: cognitive and affective. The exact nature of the Aha! experience remains unclear; however, several explanations have been put forward. Based on the processing fluency account, the source of the Aha! experience is a sudden increase in processing fluency, associated with emerging of a solution. We hypothesized that in a situation which the Aha! experience accompanies the solution in, the problem would be judged as less difficult, regardless of the objective difficulty. We (...) also planned to confirm previously discovered associations between the Aha! experience and accuracy, confidence, and pleasure. To test the proposed hypothesis, during the preliminary stage of the study, we developed a set of 100 remote associate problems in Russian and asked 125 participants to solve problems and indicate the Aha! moment, confidence, difficulty, and likability of each problem. As expected, the Aha! experience often accompanied correct solutions and correlated with confidence judgments. We also found a positive correlation between the Aha! experience and problem likability. As for the main hypothesis, we confirmed that the Aha! experience after the presentation of the solution was associated with a decrease in subjective difficulty. When participants could not solve a problem but experienced the Aha! moment after the solution was presented to them, the problem was perceived as easier than one without the Aha! experience. We didn’t find the same effect for the Aha! after solution generation. Thus, our study partially supports the processing fluency account and demonstrates the association between the Aha! experience and metacognitive judgments about the accuracy and difficulty of problems. (shrink)

Orthodox ethic is inconsistent with liberal values and the spirit of capitalism. This incompatibility sets limits on the rates of economic growth in Orthodox countries and determines their backlog from the most developed Protestant and Catholic countries at the present stage. In this paper is examined the hypothesis of the decisive role of geography and some random events in the adoption of Orthodox Russia and the formation of specific characteristics of Russian mentality, in particular, the messianic spirit. The adoption (...) of Orthodoxy by Rus is viewed in accordance with concept of Akhiezer and his co-authors as a partial borrowing of foreign culture for further development of its own culture. From this point of view such borrowing was not sufficient. Unlike Germanic tribes Rus did not succeed in adoption enough to start a new period of cultural self-development. The Baptizing was a large-scale intentional action for modernization of Rus life-style through intensifying with a help of cultural borrowing. But this potential was not enough for genesis of innovations that required for further intensive development. Thus the Baptizing can be viewed as a step on the way of extensive development. In the future Russia would use same practice of adopting ‘modern, more advanced cultural resources and reproducing on their basis the same extensive paradigm‘ (Akhiezer A., Kliamkin I, Yakovenko I. History of Russia. The End or New Beginning? M., 2005). The Baptizing can be considered not only as some kind of start for Russian history but also as a choice of development pattern. This pattern would persist even in 20th century in the period when Christianity and Orthodox church would be discarded. (shrink)

We employ techniques related to Lempp and Lerman's “iterated trees of strategies” to directly measure a Σ5-predicate and use this in showing the index set of the cuppable r.e. sets to be Σ5-complete. We also show how certain technical devices arise naturally out of the iterated-trees context, in particular, links arise as manifestations of a generalized notion of “stage”.

This paper examines the importance of aspirations as reference points in a multi-period decision-making context. After stating their personal aspiration level, 172 individuals made six sequential decisions among risky prospects as part of a choice experiment. The results show that individuals make different risky-choices in a multi-period compared to a single-period setting. In particular, individuals’ aspiration level is their main reference point during the early stages of decision-making, while their starting status (wealth level at the start of the experiment) (...) becomes the central reference point during the later stages of their multi-period decision-making. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

Let’s say that an act requires Person-Affecting Justification if and only if some alternative would have been better for someone. So, Lucifer breaking Xavier’s back requires Person-Affecting Justification because the alternative would have been better for Xavier. But the story continues: While Lucifer evades justice, Xavier moves on and founds a school for gifted children. Xavier’s deepest values become identified with the school and its community. When authorities catch Lucifer, he claims no Person-Affecting Justification is needed: because the attack set (...) Xavier on his life’s path, it’s no longer true that the alternative would have been better by the standard of what Xavier now values most. An unappealingly paternalistic way to hold Lucifer to account is to discount Xavier’s preferences as merely adaptive. Instead, I propose understanding the persons of Person-Affecting Justification to be not persons but person stages. This allows us to hold Lucifer to account without having to discount Xavier’s actual preferences, and has interesting implications for compensatory justice, including making sense of reparations for historical wrongs. (shrink)

Sex‐specific transcriptional and epigenomic profiles are detectable in the embryo very soon after fertilization. I propose that in male (XY) and female (XX) pre‐implantation embryos sex chromosomes establish sexually dimorphic interactions with the autosomes, before overt differences become apparent and long before gonadogenesis. Lineage determination restricts expression biases between the sexes, but the epigenetic differences are less constrained and can be perpetuated, accounting for dimorphisms that arise later in life. In this way, sexual identity is registered in the epigenome very (...) early in development. As development progresses, sex‐specific regulatory modules are harbored within shared transcriptional networks that delineate common traits. In reviewing this field, I propose that analyzing the mechanisms for sexual dimorphisms at the molecular and biochemical level and incorporating developmental and environmental factors will lead to a greater understanding of sex differences in health and disease. (shrink)

Model organisms became an indispensable part of experimental systems in molecular developmental and cell biology, constructed to investigate physiological and pathological processes. They are thought to play a crucial role for the elucidation of gene function, complementing the sequencing of the genomes of humans and other organisms. Accordingly, historians and philosophers paid considerable attention to various issues concerning this aspect of experimental biology. With respect to the representational features of model organisms, that is, their status as models, the main focus (...) was on generalization of phenomena investigated in such experimental systems. Model organisms have been said to be models for other organisms or a higher taxon. This, however, presupposes a representation of the phenomenon in question. I will argue that prior to generalization, model organisms allow researchers to built generative material models of phenomena – structures, processes or the mechanisms that explain them – through their integration in experimental set-ups that carve out the phenomena from the whole organism and thus represent them. I will use the history of zebrafish biology to show how model organism systems, from around 1970 on, were developed to construct material models of molecular mechanisms explaining developmental or physiological processes. (shrink)

The objective list account of wellbeing is usually taken to say that the same set of goods is relevant to wellbeing for any person, regardless of age. Coupled with reasonable assumptions about how goods are distributed over the lifespan, that leads to a picture of wellbeing as higher in midlife and lower in childhood and old age. I argue that a stage-relativized objective list theory is more plausible, after exploring several ways to understand the concept of a life (...) class='Hi'>stage. On the stage-relativized view, lists of goods that define wellbeing vary in the sense that there are shifting thresholds and subcategories relevant to different stages of life, but also because there are goods that count at one stage and count less or not at all at others. After exploring the list of goods for old age, I argue that the old age form of wellbeing can be welcomed even if the goods it offers are not superior to midlife goods. (shrink)

In this issue we include contributions from the individuals presiding at the panel All in a Jurnal's Work: A BABEL Wayzgoose, convened at the second Biennial Meeting of the BABEL Working Group. Sadly, the contributions of Daniel Remein, chief rogue at the Organism for Poetic Research as well as editor at Whiskey & Fox , were not able to appear in this version of the proceedings. From the program : 2ND BIENNUAL MEETING OF THE BABEL WORKING GROUP CONFERENCE “CRUISING IN (...) THE RUINS: THE QUESTION OF DISCIPLINARITY IN THE POST/MEDIEVAL UNIVERSITY” SEPTEMBER 21ST, 2012: SESSION 13 MCLEOD C.322, CURRY STUDENT CENTER NORTHEASTERN UNIVERSITY, BOSTON, MA. Traditionally, a wayzgoose was a celebration at the end of a printer’s year, a night off in the late fall before the work began of printing by candlelight. According to the OED, the Master Printer would make for the journeymen “a good Feast, and not only entertains them at his own House, but besides, gives them Money to spend at the Ale-house or Tavern at Night.” Following in this line, continent. proposes in its publication(s) a night out and a good Feast, away from the noxious fumes of the Academy and into a night of revelry which begins, but does not end, at the alehouse or Tavern. continent. proposes that the thinking of the Academy be freed to be thought elsewhere, in the alleys and doorways of the village and cities, encountered not in the strictly defined spaces of the classroom and blackboard (now white) but anticipated and found where thinking occurs. Historically, academic journals have served a different purpose than the Academy itself. Journals (from the Anglo-Fr. jurnal , "a day," from O.Fr. jornel , "day, time; day's work," hence the journalist as writer of the news of the day ) have served as privileged sites for the articulation and concretization of specific modes of knowledge and control (insemination of those ideas has been formalized in the classroom, in seminar). In contrast, the academic journal is post-partum and has been an old-boys club, an insider trading network in which truths are (re)circulated against themselves, forming a Maginot Line against whatever is new, or the distinctly challenging. All in a Jurnal’s Work will discuss (in part) the ramifications of cheap start-up publications that are challenging the traditional ensconced-in-ivory academic journals and their supporting infrastructures. The panel will be seeking a questioning (as a challenging) towards the discipline of knowledge production/fabrication (of truth[s]) and the event of the Academy (and its publications) as it has evolved and continues to (d)evolve. Issues to be discussed will revolve around the power of academic publishing and its origins, hierarchical versus horizontal academic modules (is there a place for the General Assembly in academia?) and the evolving idea of the Multiversity as a site(s) of a (BABELing) multivocality in the wake of the University of Disaster. STAGE NOTES AND/AS/OR TRACK CHANGES: INTRODUCTORY REMARKS AND MAGICAL THINKING ON PRINTING: AN ELECTION AND A PROVOCATION Isaac Linder “Of course most people don’t think of editing/publishing as theatre but as something boring or parasitical (vis-à-vis a ‘source’ text), a textual backwater populated by people with glasses. But I think publishing a book today is theatre, socially networked theatre…. Facebook and Flickr are our era’s administered and generic version of sixties happenings!” — Tan Lin 1 ELECTING A MASCOT: THE BARNACLE GOOSE After pitching the idea for this panel with the editorial help of my continental cohorts I became fascinated with the image of the goose—dead and roasted as it may be—and its relationship to the space of the printing press. For a long while after proposing this gathering I was seriously under the sway of delusions of grandeur, imagining that we might roast a goose (or goosefu) and, preparing a meal as one prepares a text for publication, feast in something approaching a warm and well-nourished revelry. I should note, by way of introduction, that a substantial part of my undergraduate experience involved learning to typeset and work as a devil, as typesetters mischievously call it, in a letterpress studio. This accounts in part for my fascination and helps to explain the fact that, when I began to leaf around in medieval beastiaries in lieu of being able to procure a goose, I was almost immediately struck by a fantastic monster that I hereby elect to be the mascot for our so-called para-academic practice(s) the relatively famed, but no less fabulous for it, barnacle goose. The barnacle goose is a creature that first makes its way into 12th century manuscripts with Giraldus Cambrensis in 1186. Phenomenologically speaking the monster is a tree, a tree which, when approached closer is seen to be birthing geese budding from the buds that hang like ripe fruit from its branches. As the story goes these trees were found over water; the fledgling geese, once wrested from their pods would take off in flight or fall to their watery death, where they would be transformed into driftwood. In retrospect we presume the barnacle goose was posited as a consequence of the fact that geese born in more northern regions, migrating to Ireland and western Europe at large, were never seen to give birth. And I should note that this is far from the only other animal posited to be born from trees at around this time, my other favorite being medieval accounts of Moroccan tree-climbing goats. 2 In particular I’ve thrown up the mascot of the barnacle goose and singled it out from the quires of its beatiaries because its thoroughly hybrid origins lead us to name two very real creatures we can find point to in abundance; discrete materialities of the world cobbled together in textual fancy: on the one hand, the modern day barnacle goose , a common species of goose and, on the other, goose barnacles , a particular type of crustacean with incredible feathery tendrils and—I can't help but mention—one of the largest body mass to penis size ratios of all of the animals in the kingdom. Why is this bit of genital trivia relevant? Because they’re all hermaphroditic and in rare cases have been found to reproduce just with themselves—to inseminate themselves and give birth to their kin. So I think it must be stressed, as a symbol for what we’re really here to talk about, it's not a boy’s club thing so much as a very queer thing and, I contend, para - in every perfect sense of the word... Alongside the natural world, a monstrous imaginary concatenation; Alongside the hulls of so many institutional structures, funding sources and resources, Serresian parasites in all manner of mutualist, symbiotic, or properly parasitic positions; migratory and adrift; The tree, center stage in the 21st century adaptation of Waiting for Godot that is unraveling in ateliers across the world, is a barnacle goose birthing a flurry of miscegenous texts beyond medium and genre. PROVOCATION 1: CHAOSMOSIS “Genre is obsolete.” — Ray Brassier 3 And so, here I was getting carried away in daydreams about this generative and genealogical symbol under which to think all of the diverse projects we are all involved in as architects of the dressed word, (well dressed, bespoke, mansy, butch, careless, or roguishly punk attired as those words may be), when it also dawned on me, mid-flight here from Denver, that we are, even in lieu of being able to roast geese together, very much so literalizing what was never just the metaphor of the wayzgoose—a tradition, as you know, celebrated to mark the crepuscular turn into fall—as we are poised here, tomorrow being the first official day of fall on our calendars in the US marking the seasonal change from at which point it will no longer be possible to print without the aid of candlelight. A beautiful thought, that tipped into magical thinking on account of a little quick math I was able to do to come to the conclusion that we can all be delighted to know that as we proceed into the autumn with our printing projects always ahead of us and still to be set, we will tonight be bathed not only by the artificial candlelight of our screens, but also in part by photons raining down on us at 186,282 miles per second—photons from an aspect of 9 cyg, a stereoscopic binary deep within Cygnus, the swan but not-so-distant-relative of the goose, with a distance of 572 Light years away; photons that are raining down on us, will rain down on us all winter, have been raining down on us all year, and which had their origin in the combustion cores at a center of 9 cyg 572 years ago, in 1440, the year which we point to today as the common year in which, as we all know, Gutenberg is said to have brought the movable type to the western world, inaugurating an era that stretches farther into the past and future than McLuhan could justify; the proliferation of so much ambient text; insurrectionary coups on (and re-crystallizations of) genre—perceived amidst so much ambient light—enveloping this campus, just now. So, with that thought, and perhaps a new mascot, Nico Jenkins... NOTES “ Writing as Metadata Container, An Interview with Tan Lin ,” Chris Alexander, Kristen Gallagher, Danny Snelson, Gordon Tapper, Tan Lin, Jacket 2. January 20, 2012. To explore Lin’s notion of ambient textuality, plagiarism, and parallel, cross­platform publication in the 21st century, also see Lin’s sampled novel, “ The Patio and the Index ,” Triple Canopy 14, October 24, 2011, as well as the Edit event, organized at the Kelly Writers House at the University of Pennsylvania, April, 2010 . For a fascinating and fecund exploration of medieval plant­animal hybrids in relation to media ecology, see Whitney Trettien, “ Becoming Plant: Magnifying a Microhistory of Media Circuits in Nehemiah Grew’s Anatomy of Plants (1682) .” postmedieval 3.1 (2012):97. See also the crowd­review version of the essay. “ Genre Is Obsolete .” Compléments de Multitudes . 28 (2007). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 39.4 (2005) 119-131 [Access article in PDF] New Stages: Challenges for Teaching the Aesthetics of Drama Online Michael Anderson Introduction The history of drama education can be read as a series of arguments over dichotomies: process and product, theatre and classroom, artist and teacher, and so forth.1 One of the more recent discussions has focused on technology versus live classroom drama.2 At the heart (...) of these discussions is an attempt to define the aesthetic dimensions of the subject. In one sense, these are fruitful discussions to have as they reflect the dynamism of a live art form in schools. There seems, however, to be a tendency for these debates to entrench themselves into ideological positions. In this paper, I would like to promote the idea that we do not have to develop oppositions or dichotomies before finding that the middle ground provides the richest experiences for drama students. I would like to propose that we see these emerging technologies as providing yet other (albeit different) stages upon which the drama aesthetic can be played.3 Aesthetics and Drama Education Drama education has had an uneasy and often contentious relationship with discussions around aesthetics. Often the drama education community has split along two lines—those who value process and those who value product.4 Work by drama educators such as Judith McLean has demonstrated the centrality of the understanding of the aesthetic and the importance of putting an aesthetic understanding at the center of teaching and learning in drama.5 Her development of an Aesthetic Framework provides teachers with an approach for understanding the position of aesthetics within drama teaching and learning that bypasses the fruitless dichotomies [End Page 119] of process versus product. As most now agree, the drama classroom has a place for both process and product.6 In both, we can find important aesthetic features of drama education. The Challenge of Emerging Technologies and Drama Education Having weathered the dichotomies of the past, there are now fresh challenges to the understanding of drama and aesthetics. The prevalence of and pressure for integration of new technologies in the drama classroom are also challenging drama educators to incorporate technology within the drama aesthetic. The ubiquity of technology that relates to drama education is facing teachers with serious challenges to engage with a dramatic aesthetic in classrooms. Perhaps the most stunning challenge is the exposure and experience twenty-first-century children have to rapidly changing technologies. As Morris explains, students are exposed to more drama in settings other than classrooms and theatres: For most Australian children, experience of drama is less likely to be through live performance than through screen-based media such as television, film, videos, video games, CD-ROM, DVD-ROM and interactive web-based games. And their experience of live performance is most likely to be shaped by the use of technology for design elements such as set, lighting and sound.7This is a compelling and imminent challenge. If drama educators cannot or will not find ways to work with technology, students will find other places to express their creativity outside the drama classroom. Added to the pressure from students who have grown up with these technologies, there is increasing pressure from curriculum developers and school systems to integrate technology into teaching. Aesthetics, Technology, and Curriculum: An Evolving Relationship All authorities and educational policy bodies in Australia are mandating integration of Information and Communications Technology (ICT) into drama curriculum. Recently, the New South Wales (NSW) Board of Studies mandated ICT as an area of "cross curriculum content," necessitating its inclusion in all Years 7-10 syllabi (which include all of the arts).8 For instance, the Year 7-10 drama syllabus states "... teachers should allow students the opportunity to explore different information communication technologies in their class work."9Recent studies have demonstrated mixed rates of participation and enthusiasm for the introduction of ICT in Australia and internationally. In the Australian study, half the respondents surveyed were not using ICT of any kind in their drama education.10 A... (shrink)

This text unites the logical and philosophical aspects of set theory in a manner intelligible both to mathematicians without training in formal logic and to logicians without a mathematical background. It combines an elementary level of treatment with the highest possible degree of logical rigor and precision. Starting with an explanation of all the basic logical terms and related operations, the text progresses through a stage-by-stage elaboration that proves the fundamental theorems of finite sets. It focuses on the (...) Bernays theory of finite classes and finite sets, exploring the system's basis and development, including Stage I and Stage II theorems, the theory of finite ordinals, and the theory of finite classes and finite sets. This volume represents an excellent text for undergraduates studying intermediate or advanced logic as well as a fine reference for professional mathematicians. (shrink)

This new edition of Hegel's Lectures on the History of Philosophy sets forth clearly, for the first time for the English reader, what Hegel actually said. These lectures challenged the antiquarianism of Hegel's contemporaries by boldly contending that the history of philosophy is itself philosophy, not just history. It portrays the journey of reason or spirit through time, as reason or spirit comes in stages to its full development and self-conscious existence, through the successive products of human intellect and activity. (...) These lectures proved to be extremely influential on the intellectual history of the past two centuries. They are crucial to understanding Hegel's own systematic philosophy in its constructive aspect, as well as his views on the centrality of reason in human history and culture. Volume I holds additional importance because, as well as setting out Hegel's discussion of the history of Chinese and Indian philosophy, it presents the interesting and significant changes that Hegel made to the stage-setting introduction to these lectures across the years from 1819 to 1831. This edition adapts the considerable editorial resources of the German edition that it translates, to the needs of the general reader as well as the serious scholar, so as to constitute an unparalleled resource on this topic in the English language. (shrink)

The paper, as Part I of a two-part series, argues for a hybrid formulation of the semantic view of scientific theories. For stage-setting, it first reviews the elements of the model theory in mathematical logic (on whose foundation the semantic view rests), the syntactic and the semantic view, and the different notions of models used in the practice of science. The paper then argues for an integration of the notions into the semantic view, and thereby offers a hybrid (...) semantic view, which at once secures the view's logical foundations and enhances its applicability. The dilemma of either losing touch with the practice of science or yielding up the benefits of the model theory is thus avoided. (shrink)

Gittins, Anthony J It is impossible for anyone to feel the pain you feel; the most people can do is to sympathise or empathise. But because there is nothing new under the sun, all of us can at least try to 'suffer with' the sufferings of others. Our experience of the all too human failings of the church today is by no means unique: ever since the beginning, times of trauma and crisis have alternated with times of peace and healing. (...) Our challenge is to keep hope alive during times of crisis, and to learn from the past in order learn its lessons and not repeat its mistakes. In this final reflection, I offer some reasons for hope and some perspectives for the next stage of our lives if it is to be marked by faithfulness and action rather than fear and reaction. (shrink)

When parties attempt to persuade their opponents of the tenability of a certain standpoint using reasons, they will often find that the circumstances of the dialogue hinder their chances of resolution. Power imbalances, cognitive biases, lack of time or hidden interests are some of the circumstances they need to face. I will label these circumstances as _suboptimal settings for argumentation_. According to the pragma-dialectical tradition, higher-order conditions for critical discussion are unfulfilled in these cases (van Eemeren, Grootendorst, Jacobs, & Jackson, (...) 1993). The main question of this paper is the following: what is the normative standard that parties in a discussion need to follow to arrive at a resolution within such circumstances? I will defend a middle-ground solution between two extreme ones. The first extreme position, the _anything-goes policy_, claims that, given that the conditions for a reasonable exchange of reasons are not satisfied, the dialogue stands outside the domain of reason, so anything goes for the parties. The second extreme position, the _business as usual policy_, claims that, since critical discussion is a normative model, the same rules should apply in suboptimal settings. Finally, the _supernormal policy_ that I defend claims that we need a more general and comprehensive norm that I refer to as a _supernorm_ to evaluate these cases. The supernormal policy divides argumentation into two stages: preparation and resolution. In the preparation stage, the parties attempt to restore or compensate for the suboptimality of the setting, while in the resolution stage, they attempt to resolve their disagreement. I contend that the moves of the preparation stage should be evaluated by using the supernorm instead of by the rules for critical discussion (van Eemeren and Grootendorst 2004 ). At this point, the paper considers theoretical insights from Gilbert ( 1995, 1997, 2002 ) and Jacobs ( 2000, 2006 ) to understand what this entails. (shrink)

Choice often proceeds in two stages: We construct a shortlist on the basis of limited and uncertain information about the options and then reduce this uncertainty by examining the shortlist in greater detail. The goal is to do well when making a final choice from the option set. I argue that we cannot realise this goal by constructing a ranking over the options at shortlisting stage which determines of each option whether it is more or less worthy of being (...) included in a shortlist. This is relevant to the 2010 UK Equality Act. The Act requires that shortlists be constructed on grounds of candidate rankings and affirmative action is only permissible for equally qualified candidates. This is misguided: Shortlisting candidates with lower expected qualifications but higher variance may raise the chance of finding an exceptionally strong candidate. If it does, then shortlisting such candidates would make eminent business sense and there is nothing unfair about it. This observation opens up room for including more underrepresented candidates with protected characteristics, as they are more likely to display greater variance in the selector’s credence functions at shortlisting stage. (shrink)

Much second language acquisition (SLA) research confuses the representational and the developmental problems of language acquisition, assuming that attributes of a property theory will explain the transitions between the stages of a psychogrammar, or that induction will explain the properties of the representational systems which encode language. I argue that Principles and Parameter-setting theory deals only with the representational problem, and that induction must play a role in explaining the developmental problem. The conclusion is that both Epstein et al. (...) and the papers they criticize are right; they are just not right about the same issues. (shrink)

In this paper I set out to read Hägerström through his own eyes, adhering to the terminology he uses in his own original work and attempting to make sense of the variance and uniformity alike that one finds in his linguistic usage. The translations we have of Hägerström's works are quite liberal, using the same word in English where the original uses different ones, and, vice versa, using different words in English where the original uses a single one in different (...) contexts. These misleading translations of Hägerström have contributed in some measure to Hägerström's reputation for obscurity. Further, and most importantly, I will take seriously what Hägerström says about his own thought, namely, that it is dependent on that of Kant and independent of the currents of thought contemporary with Hägerström. In Section 1, I will briefly take up the problem of consciousness that Hägerström proceeds from, and will recall something that Bertrand Russell once said, in 1928, in regard to the revolt staged in the early 20th century in Europe against German idealism. In Sections 2 and 4.1, I will instead take up Kant for the purpose of clarifying Hägerström's theory of judgment as treated in Section 3. In Section 4.2, I will illustrate the difference between the notions of nothing, R-reality, and W-reality in Hägerström. In Sections 5 and 6, I will examine the analysis that Hägerström offers of the principle of contradiction, and will summarize the three types of judgment he singled out, including the type he called impossible judgment. In Section 7, I will consider Hägerström views as grounding, in a transcendental way, the presupposition of the primacy of the external spatio-temporal world, a world independent of our representations: I will consider in particular the W-real complexes that are merely represented, as well as the spatio-temporal world as the only W-real complex that is not merely represented. Finally, in Section 8, I will briefly consider some of those who have commented and translated Hägerström, this to conclude that R-reality and W-reality are coextensive but not synonymous. (shrink)

This edition offers for the first time an English translation of what Hegel actually said in his landmark Lectures on the History of Philosophy. Volume I contains Hegel's discussion of the history of Chinese and Indian philosophy, and it also sets out the significant changes that Hegel made to his stage-setting introduction to the lectures.

The following bare-bones story introduces the idea of a cumulative hierarchy of pure sets: 'Sets are arranged in stages. Every set is found at some stage. At any stage S: for any sets found before S, we find a set whose members are exactly those sets. We find nothing else at S.' Surprisingly, this story already guarantees that the sets are arranged in well-ordered levels, and suffices for quasi-categoricity. I show this by presenting Level Theory, a simplification of (...) set theories due to Scott, Montague, Derrick, and Potter. (shrink)

:This paper examines the transmediation of sacrifice in the Isuma “Fast Runner” trilogy, focusing in particular upon The Journals of Knud Rasmussen. In this film the impact of the introduction of Christianity upon traditional Inuit culture in the 1920s sets the stage for literal and metaphorical sacrifice, tied inexorably to the parallel threat of conversion and the transvaluation of traditional shamanistic beliefs. In the process, the film maintains a critical stance with respect to both the ethnographic perspective of the (...) outsider, which it incorporates, and to its own preferred Inuit perspective. My reading of the transmediation of sacrifice in The Journals rests upon the relation between sacrificial substitution and the notion of communion, in both doctrinaire and more secular senses. I argue that the film presents the Inuit characters negotiating a necessary détente with Christian culture, both at the cost of traditional beliefs and in the form of the co-optation and transmediation of ritual within the film's story, a process mirrored in the appropriation of the digital video medium in the fictional re-creation of these events. (shrink)

According to the math tea argument, there must be real numbers that we cannot describe or define, because there are uncountably many real numbers, but only countably many definitions. And yet, the existence of pointwise-definable models of set theory, in which every individual is definable without parameters, challenges this conclusion. In this article, I introduce a flexible new method for constructing pointwise-definable models of arithmetic and set theory, showing furthermore that every countable model of Zermelo-Fraenkel ZF set theory and of (...) Peano arithmetic PA has a pointwise-definable end extension. In the arithmetic case, I use the universal algorithm and its Σ n generalizations to build a progressively elementary tower making any desired individual a n definable at each stage n, while preserving these definitions through to the limit model, which can thus be arranged to be pointwise definable. A similar method works in set theory, and one can moreover achieve V = L in the extension or indeed any other suitable theory holding in an inner model of the original model, thereby fulfilling the resurrection phenomenon. For example, every countable model of ZF with an inner model with a measurable cardinal has an end extension to a pointwise-definable model of ZFC + V = L[μ]. (shrink)

This article attempts to study cost minimizing multi-objective fractional solid transportation problem with fuzzy cost coefficients c ˜ i j k r {\tilde{c}}_{ijk}^{r}, fuzzy supply quantities a ˜ i {\tilde{a}}_{i}, fuzzy demands b ˜ j {\tilde{b}}_{j}, and/or fuzzy conveyances e ˜ k {\tilde{e}}_{k}. The fuzzy efficient concept is introduced in which the crisp efficient solution is extended. A necessary and sufficient condition for the solution is established. Fuzzy geometric programming approach is applied to solve the crisp problem by defining membership (...) function so as to obtain the optimal compromise solution of a multi-objective two-stage problem. A linear membership function for the objective function is defined. The stability set of the first kind is defined and determined. A numerical example is given for illustration and to check the validity of the proposed approach. (shrink)

The professor announces a surprise exam for the upcoming week; her clever student purports to demonstrate by reductio that she cannot possibly give such an exam. Diagnosing his puzzling argument reveals a deeper puzzle: Is the student justified in believing the announcement? It would seem so, particularly if the upcoming 'week' is long enough. On the other hand, a plausible principle states that if, at the outset, the student is justified in believing some proposition, then he is also justified in (...) believing that he will continue to be justified in believing that proposition. It follows from this 'confidence' principle that the student is not justified in believing the announcement, regardless of the number of days in the week. I argue that the key to resolving this dilemma is to distinguish the confidence principle from a slightly weaker principle governing the student's justified degrees of belief. Representing these degrees of belief as probabilities, and taking 'justified belief' to mean 'justified degree of belief above a certain threshold', I show that we can uphold the weaker, probabilistic analog to the confidence principle, and maintain that, provided the 'week' is long enough, the student can justifiably believe the announcement. The resulting probabilistic analysis of the story leads to a new diagnosis of the logical flaw in the student's reasoning, and suggests, finally, that even those early stages of it which are logically impeccable exhibit another kind of flaw: circularity. (shrink)

Three ethical principles currently determine both law and practice with respect to starting and stopping dialysis in end stage renal disease cases: Medical Futility, Respect for Life, and Patient Sel-determination. Even where dialysis is not medically futile, patients possessing capacity, and patients lacking capacity but with valid, functioning proxy decision-makers, self-determination is the dominant principle, in that efforts to prolong and preserve life may be set aside or not initiated at the request of the adequately informed patient or the (...) patient’s proxy, both presumed conclusively to be acting in the patient’s own “best interests.” Where the patient lacks capacity and there is no proxy, Respect for Life dominates, and we are required to initiate and continue dialysis that is not medically futile, except where there is available clear and compelling evidence that the patient would not want life prolonged with dialysis, as in an advance directed or documented conversation. This category of patients — those lacking capacity who have given neither advance directives nor designated proxies — constitutes a continuum of cases. “At one extreme is the patient who will actually be harmed by dialysis — that is, the effects of dialysis will cause damage to other functions, or will cause significant increase in pain and suffering that would not occur absent the dialysis. In such situations, it can be said that [initiation of] continuation of dialysis is not medically reasonable,”i or is medically futile. The middle portion is the range of “difficult cases . . . where the therapeutic value of dialysis is.. (shrink)

The historical stages through which Latin American society has passed are at least four: the first, dominated by a particular sort of ethic I have termed the “ethic of the gift;” then the period of conquest, in which the prevalent ethic was one of war and subjection by force, which I call the “ethic of despotism;” followed by the colonial age, in which a new ethical model of “paternalism” emerged; and finally the stage of the “ethic of autonomy,” which (...) began with the independence movements of the 18th and 19th centuries and is far from ended. Independence was won by the criollos from European domination with very little participation by the Indian population. The latter was left out of the democratic process and saw itself relegated to a worse situation than in the centuries of colonial rule, for it was no longer protected by the paternalism of the Laws of the Indies of 1542. This is the reason for the division of the Latin American society of the last century into two quite different social strata: one bourgeois, which has assimilated the liberal revolution, and enjoys a health care quite similar to that available in any other Western country and hence faces the same bioethical problems as any developed Western society; the other a very poor stratum, without any economic or social power and hence unable to exercise its civil rights, such as the rights to life and to humane treatment. In this population sector, which is numerically the larger, the major bioethical problems are those of justice and the distribution of scarce resources. The study of Latin American medical ethics can earn for these subjects, whose deplorable condition has been essentially ignored in the bioethics of the first-world countries, the importance they merit. (shrink)

Bonaventure’s Sentence Commentary provides the most comprehensive set of trinitarian arguments to date. This article focuses on just one of them, the one from beatitude. Roughly, beatitude can be thought of as God’s enjoyment of his own, supreme goodness. After a brief rationale of Bonaventure’s speculative project, I assay the concept of beatitude and exposit his four-stage argument. Bonaventure reasons: (i) for a single supreme substance; (ii) for at least two divine persons; (iii) against the possibility for an infinite (...) number of divine persons; (iv) for at least three, and against the possibility of four (or more) divine persons. I show how this line of reasoning is significantly more complex than Bonaventure’s terse summaries initially indicate. My main goal is to explicate the four steps and unpack their main support. Along the way I attend to the argument’s sources, logical progression, and I respond to several concerns. (shrink)

Abstract“Development” suggests that there is something that is developing, or changing over time. We can ask about temporal boundaries of that developmental process, asking when development begins or ends and whether it has defined stages along the way, for example. We can ask about spatial boundaries as well: where does the developing object start and end? For this article, I ask about the boundary definition of the developing organism in particular. What is an individual organism, and what defines it as (...) the same organism as it changes over time? In particular, how has this been answered historically: how have researchers described and explained what an individual developing organism is? This article explores ideas and approaches especially starting in the late 19th century, and in particular looks at the role of “organization.”. (shrink)

Introduction There are some exceptions, which we shall see below, but virtually all theories in psychology and cognitive science make use of the notion of representation. Arguably, folk psychology also traffics in representations, or is at least strongly suggestive of their existence. There are many different types of things discussed in the psychological and philosophical literature that are candidates for representation-hood. First, there are the propositional attitudes – beliefs, judgments, desires, hopes etc. (see Chapters 9 and 17 of this volume). (...) If the propositional attitudes are representations, they are person-level representations – the judgment that the sun is bright pertains to John, not a subpersonal part of John. By contrast, the representations of edges in V1 of the cerebral cortex that neuroscientists talk about and David Marr’s symbolic representations of “zero-crossings” in early vision (Marr 1982) are at the “sub-personal” level – they apply to parts or states of a person (e.g. neural parts or computational states of the visual system). Another important distinction is often made among perceptual, cognitive, and action-oriented representations (e.g. motor commands). Another contrast lies between “stored representations” (e.g. memories) and “active representations” (e.g. a current perceptual state). Related to this is the distinction between “dispositional representations” and “occurrent representations.” Beliefs that are not currently being entertained are dispositional, e.g. your belief that the United States is in North America - no doubt you had this belief two minutes ago, but you were not consciously accessing it until you read this sentence. Occurrent representations, by contrast, are active, conscious thoughts or perceptions. Which leads us to another important distinction: 1 between conscious and non-conscious mental representations, once a bizarre-sounding distinction that has become familiar since Freud (see Chapter 4 of this volume). I mention these distinctions at the outset to give you some idea of the range of phenomena we will be considering, and to set the stage for our central “problem of representation”: what is a mental representation, exactly, and how do we go about deciding whether there are any? We know there are public representations of various kinds: words, maps, and pictures, among others.. (shrink)

This is the first of two papers responding to ‘recent’ commentary on various aspects of hyperplane dependence by several authors. In this paper I focus on the issues of the relations of HD to state reduction and unitary evolution. The authors who’s comments I address here are Maudlin and Myrvold. In the second paper of this set I focus on HD dynamical variables and localizable properties and measurements and address comments of de Koning, Halvorson, Clifton and Wallace. Each paper ends (...) with some reflections on the implications of HD for the ontology of Minkowski space-time. To set the stage for my responses, I begin this paper with some general position statements designed to correct what seem to be widespread and erroneous construals of some of my views. Two central points are argued for in this first paper. First, dynamical evolution occurs not only within foliations of Minkowski space-time. Rather the transition from the physical state of affairs on any one hyperplane to any other, whether the hyperplanes intersect or are parallel, is always an instance of dynamical evolution between them, generated by some active combination of boost-like transformations and/or time-like translations and/or state reductions and ‘reconstructions’. This point gives rise to a generalized conception of a history of dynamical evolution, allowing for the use of parameterized families of hyperplanes that multiply cover some portions of space-time. Nevertheless, and this is the second central point, for any two generalized histories, H and H’, the quantum states for a system on all the hyperplanes of H from the asymptotic past up to some hyperplane, h, determine the quantum states for the system on all the hyperplanes of H’ from the asymptotic past up to any hyperplane, h’, such that h’ lies to the past of all those state reduction regions that lie to the future of all hyperplanes of H that are ‘earlier’ than h. Consideration of these results should defuse concerns that have been voiced about the coherence and consistency of HD. A position closely related to the second point has already been argued for by Myrvold. (shrink)

Issues surrounding human embryos are poignant and profound. Should research be conducted on them? Should they be discarded? Should they be donated to infertile couples? The Warnock Report was a landmark in providing guidelines limiting experimentation on human embryos to the first 14 days after fertilization, at which time implantation of the embryo is complete and the primitive streak has appeared.2 However, these embryological features were not considered sufficiently distinctive to bestow upon this 14‐day period a separate classification. This situation (...) changed when, in 1986, Anne McLaren suggested the use of the terms ‘pre‐embryo’ or ‘conceptus' to designate “the entire product of the fertilized egg up to the end of the implantation stage” and the term ’embryo‘ for “that small part of the pre‐embryo or conceptus, first distinguishable at the primitive streak stage, that later develops into the foetus.”3 In this paper we look critically at the term ‘pre‐embryo’, and we shall present the case for an alternative set of terms, namely, embryo‐placenta and embryo‐fetus. We consider this latter to be biologically‐based terminology, that does not have any connotation of restricted moral value as the term pre‐embryo does for some. (shrink)

Issues surrounding human embryos are poignant and profound. Should research be conducted on them? Should they be discarded? Should they be donated to infertile couples? The Warnock Report was a landmark in providing guidelines limiting experimentation on human embryos to the first 14 days after fertilization, at which time implantation of the embryo is complete and the primitive streak has appeared.2 However, these embryological features were not considered sufficiently distinctive to bestow upon this 14‐day period a separate classification. This situation (...) changed when, in 1986, Anne McLaren suggested the use of the terms ‘pre‐embryo’ or ‘conceptus' to designate “the entire product of the fertilized egg up to the end of the implantation stage” and the term ’embryo‘ for “that small part of the pre‐embryo or conceptus, first distinguishable at the primitive streak stage, that later develops into the foetus.”3In this paper we look critically at the term ‘pre‐embryo’, and we shall present the case for an alternative set of terms, namely, embryo‐placenta and embryo‐fetus. We consider this latter to be biologically‐based terminology, that does not have any connotation of restricted moral value as the term pre‐embryo does for some. (shrink)