The present "philological commentary" is directed at those who have decided to take time for reading the original text, at least in an English translation. The first volume "Textual Criticism" is intended to meet the difficulties caused by the fact that our text editions are based on manuscripts separated from the original by more than a millennium.

When a professor from Middle Europe teaches Computer Ethics in the Middle East using a textbook from the US, cultural differences become apparent. A main challenge lies in avoiding cultural imperialism during teaching. In order to meet this challenge, personal portfolios have been used for course work. The course design as well as portfolio tasks are presented and experiences are discussed. Based on our experiences we recommend applying this approach to equally overcome effects of group dynamics in similar courses as (...) well as to bridge the generational gap that normally exists between students and professors. (shrink)

With the third volume, it is invited to enter the intellectual environment of Aristotle. The most relevant sources are given in full (with English translation), so that the commentary is also a reader documenting the disputationes metaphysicae of the 4th century BC. For the undeniable contradictions in the Metaphysics, a new genetic explanation is offered.

Though since Werner Jaeger's famous Studien zur Entstehungsgeschichte der Metaphysik des Aristoteles of 1912 remarkable observations were made, the topic "Composition of the Metaphysics" almost disappeared from the agenda. As, however, neglect of this philological task results in either selective reading or anachronistic systematization, the author has resumed it, extending it to the internal structure of the singular books.

Though since Werner Jaeger's famous Studien zur Entstehungsgeschichte der Metaphysik des Aristoteles of 1912 remarkable observations were made, the topic "Composition of the Metaphysics" almost disappeared from the agenda. As, however, neglect of this philological task results in either selective reading or anachronistic systematization, the author has resumed it, extendig it to the internal structure of the singular books.

The question of the relationship between ontology and theology, the main problem of the interpretation in volume 3, is also the guiding question of our last volume. The history of metaphysics is a history of the efforts towards an outlook on the world and life, which are about the meaning and connection of fundamental concepts: being, life, intellect, unity, truth, goodness. From these, the concept of divinity is derived. As in the previous volumes, a rich material of original texts and (...) interpretations is spread out. (shrink)

Der vorliegende "philologische" Kommentar beansprucht Kants Critik der reinen Vernunft aus ihren historischen Voraussetzungen zu erklären. Zu diesen gehört an erster Stelle Kants Sprache; sie ist nicht mehr die unsere, was den unvorbereiteten Leser von heute schon an der Semantik und Syntax vieler Sätze scheitern lässt. Neben einer Fülle von sprachlichen Erläuterungen und textkritischen Untersuchungen bringt der Kommentar reichliche Zitate aus den von Kant benutzten Logik- und Metaphysik-Lehrbüchern, die seine Rezeption der "dogmatischen" Philosophie Christian Wolffs und seiner Nachfolger belegen; lateinische (...) Texte werden dabei sowohl im Original als auch in deutscher Übersetzung geboten. Einzelne Motive werden ideengeschichtlich bis in die Antike zurückverfolgt; hieraus eröffnen sich Perspektiven für eine "Metakritik" von einem "vorkritischen" Standpunkt aus, die im Rahmen eines philologischen Kommentars nur angedeutet werden können. (shrink)

Objective Apeiron was founded in 1966 and has developed into one of the oldest and most distinguished journals dedicated to the study of ancient philosophy, ancient science, and, in particular, of problems that concern both fields. Apeiron is committed to publishing high-quality research papers in these areas of ancient Greco-Roman intellectual history; it also welcomes submission of articles dealing with the reception of ancient philosophical and scientific ideas in the later western tradition. The journal appears quarterly. Articles are peer-reviewed on (...) a double-blind basis. Topics ancient philosophy ancient science reception of ancient philosophical and scientific ideas in the later western tradition Article formats Original Articles. (shrink)

Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language in four classes participated in the study and were exposed to one of the four conditions: L2 definition only, L2 definition coupled with audio, L2 definition plus video, and L2 definition with picture. Participants were asked to (...) read eight hypermediated reading texts. Reading comprehension as well as vocabulary acquisition were measured using a pretest–posttest design. The results show first that all these four conditions led to students' vocabulary gains. More specifically, participants who had access to L2 definition plus picture and plus videos achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Concerning reading comprehension, all multimedia glossing presentation led to better reading comprehension, but no differences were found among all the glossing groups. The questionnaire and interview data indicate that students preferred L2 definition coupled with video and picture glosses, followed by audio and L2 definition only. The results reflect that multimedia glossing presentation creates a different effect on students' vocabulary acquisition and reading comprehension, respectively. They also provide pedagogical implications for learning in times of COVID-19. (shrink)

This paper is a continuation of [27], where we provide the background and the basic tools for studying the structural properties of classes of models over languages without equality. In the context of such languages, it is natural to make distinction between two kinds of classes, the so-called abstract classes, which correspond to those closed under isomorphic copies in the presence of equality, and the reduced classes, i.e., those obtained by factoring structures by their largest congruences. The generic problem described (...) in [27] is to investigate under what conditions this reduction process does not alter the metatheory of a class. Here we focus our attention on a concrete aspect of this generic problem that we import from universal algebra, namely the existence and description of free models. As in [27], we can find here again the basic notion of protoalgebraicity, which was originally introduced in [7] as the weakest condition to guarantee that the reduction process behaves reasonably well from an algebraic point of view. Our concern, however, takes us to handle a further notion, that of semialgebraicity, which corresponds to the notion of equivalential logic of [18]; semialgebraicity turns out to be the property which ensures that freeness is fully preserved by the reduction process. (shrink)

In this paper I prove the following theorems which are the converses of some results of Judah and Laver (1983) and of Judah and Marshall (1993).-IfKM+ATW is not an extension by definition ofKM (and the model involved is well founded), then the existence of two inaccessible cardinals is consistent with ZF.-IfKM+ATW is not a conservative extension ofKM (and the model involved is well founded), then the existence of an inaccessible number of inaccessible cardinals is consistent with ZF.whereKM is Kelley Morse (...) theory andKM+ATW isKM with types of well-orders. (shrink)

The essence of religious alienation may be identified by the use of Marx's method as we study the relationship of human beings to inimical natural and social forces dominant over them and give primary attention to the internal structure of socioeconomic alienation. In this connection it is necessary to take into consideration that the category alienation does not reveal its historical quality directly. Therefore, Marx and Engels did not confine their analysis to identifying the major features of alienation, but sought (...) to uncover the specifics of particular historically concrete forms of alienation. But the category alienation is a wholly meaningful abstraction, for it expresses a characteristic feature of the "prehistory" of humanity: realities created by human beings present themselves as dominant inimical, spontaneous forces not subordinate to the action of human beings. The Marxist analysis of the economic basis of alienation is the key to understanding all alienation. (shrink)

In this article we investigate similarities between the role that ineffability of Absolute Infinity plays in class theory and in theology.

We prove the following main theorem: Let be an abstract elementary class satisfying the joint embedding and the amalgamation properties with no maximal models of cardinality μ. Let μ be a cardinal above the the Löwenheim‐Skolem number of the class. If is μ‐Galois‐stable, has no μ‐Vaughtian Pairs, does not have long splitting chains, and satisfies locality of splitting, then any two ‐limits over M, for, are isomorphic over M.

In this article we show that Morse-Kelley class theory provides us with an adequate framework for class forcing. We give a rigorous definition of class forcing in a model \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document} $$$$ \end{document} of MK, the main result being that the Definability Lemma can be proven without restricting the notion of forcing. Furthermore we show under which conditions the axioms are preserved. We conclude by proving that Laver’s Theorem does (...) not hold for class forcings. (shrink)

Teaching for social justice requires an ability to address sensitive issues such as racism and sexism so that students can gain critical consciousness of these pervasive social realities. However, the empirical literature thus far provides minimal exploration of the factors teachers consider in deciding how to address these issues. This study explores this question through ethnographic case studies of two urban, 11th grade U.S. History classrooms. Differing classroom racial demographics and teacher instructional goals resulted in two distinct pedagogical approaches to (...) social justice teaching. Despite differences in class makeup and teaching approach, students in both classrooms developed intellectual confidence and critical citizenship skills related to their growing sociopolitical awareness. (shrink)

We study for each computably bounded $\Pi ^0_1$ class P the set of degrees of c.e. paths in P. We show, amongst other results, that for every c.e. degree a there is a perfect $\Pi ^0_1$ class where all c.e. members have degree a. We also show that every $\Pi ^0_1$ set of c.e. indices is realized in some perfect $\Pi ^0_1$ class, and classify the sets of c.e. degrees which can be realized in some $\Pi ^0_1$ (...) class as exactly those with a computable representation. (shrink)

A theory T is tight if different deductively closed extensions of T (in the same language) cannot be bi-interpretable. Many well-studied foundational theories are tight, including $\mathsf {PA}$ [39], $\mathsf {ZF}$, $\mathsf {Z}_2$, and $\mathsf {KM}$ [6]. In this article we extend Enayat’s investigations to subsystems of these latter two theories. We prove that restricting the Comprehension schema of $\mathsf {Z}_2$ and $\mathsf {KM}$ gives non-tight theories. Specifically, we show that $\mathsf {GB}$ and $\mathsf {ACA}_0$ each admit different bi-interpretable extensions, (...) and the same holds for their extensions by adding $\Sigma ^1_k$ -Comprehension, for $k \ge 1$. These results provide evidence that tightness characterizes $\mathsf {Z}_2$ and $\mathsf {KM}$ in a minimal way. (shrink)

The books The Mythology of Management by Peter Fleming and The Dark Side of Management by Gerard Hanlon are reviewed. Both books foreground the practices and ideologies of management as core elements of neoliberalism and provide both historical analysis as well as contemporary observation of management as a persistent form of de-skilling workers that leaves them utterly dependent on an antagonistic class of managers.

Early in 2008 I published Hate in the Classroom: Free Expression, Holocaust Denial, and Liberal Education. A rejoinder was published, and this is my reply to the rejoinder. It is about education and the role of the teacher in the classroom. I argue that teachers should keep their hateful views to themselves and not pronounce them publicly if they wish to serve as educators. Students should not be subjected to teachers who are unable to appreciate difference and pluralism, who interpret (...) liberty as a tool for hate, who abhor violence, and who exemplify the opposite of humanistic education. One cannot be a hate monger and an educator. When one opts to be the former, one should stay out of the classroom. (shrink)

Progressive stacking is a strategy for prioritizing in-class contributions that allows marginalized students to speak before non-marginalized students. I argue that this strategy is both pedagogically and ethically defensible. Pedagogically, it provides benefits to all students (e.g., expanded in-class discourse) while providing special benefits (e.g., increased self-efficacy) to marginalized students, helping to address historic educational inequalities. Ethically, I argue that neither marginalized nor non-marginalized students are wronged by such a policy. First, I present a strategy for self-disclosure that (...) reduces the risk of inadvertent, unwanted disclosure while respecting marginalized student autonomy in a manner analogous to accommodations provided under the Americans with Disabilities Act. Second, I argue that non-marginalized students are not wronged because such students are not silenced during discussion and because non-marginalized students benefit from the prioritization of marginalized voices. (shrink)

(2007). A Rview Of “Asian Americans in Class: Charting the Achievement Gap Among Korean American Youth”. Educational Studies: Vol. 42, No. 1, pp. 68-71.

Ethics teachers are regularly confronted with disturbing cases brought in by medical students in class. These classes are considered confidential, so that everyone can speak freely about their experiences. But what should ethics teachers do when they hear about a situation they consider to be outright alarming, for example where patients/students’ safety is at stake or where systematic power abuse seems to be at hand? Should they remain neutral or should they step in and intervene? In the Netherlands, as (...) in many other countries, there are no clear guidelines for ethics teachers on how to respond. To get more insight into what teachers themselves think a proper response would be, we interviewed 18 Dutch medical ethics teachers. We found that Dutch ethics teachers will address the issue in class, but that they are overall reluctant to intervene; take action outside the scope of class. This reluctance is partly rooted in the conviction that ethicists should stay neutral and facilitate reflection, instead of telling students or physicians what to do. At the same time, this neutral position seems a difficult place to leave for those teachers who would want to or feel they need to. This has to do with various organizational and institutional constraints tied up with their position. The study invites medical ethics teachers to reflect on these constraints together and think about how to proceed from there. This study seeks to contribute to research on cultural change in medicine and medical students’ experiences of moral distress. (shrink)

In an ongoing class action suit against large tobacco companies, including Philip Morris, Inc., and R.J. Reynolds Tobacco Co., Judge Jack B. Weinstein of the U.S. District Court for the Eastern District of New York issued an opinion on October 15, 2002 making statistical proof available to address plaintiffs’ common questions and prove required elements of consumer fraud.The dilemmas inherent in tobacco litigation as a mass tort action include overcoming the collective action problem, mobilizing appropriate and persuasive legal theories (...) for recovery, and meeting the standards of proof, all in a timely and cost-effective manner. While some tobacco cases have proceeded on products liability theories of defective or negligent design, many recent cases are grounded in consumer fraud laws. (shrink)

In an ongoing class action suit against large tobacco companies, including Philip Morris, Inc., and R.J. Reynolds Tobacco Co., Judge Jack B. Weinstein of the U.S. District Court for the Eastern District of New York issued an opinion on October 15, 2002 making statistical proof available to address plaintiffs’ common questions and prove required elements of consumer fraud.The dilemmas inherent in tobacco litigation as a mass tort action include overcoming the collective action problem, mobilizing appropriate and persuasive legal theories (...) for recovery, and meeting the standards of proof, all in a timely and cost-effective manner. While some tobacco cases have proceeded on products liability theories of defective or negligent design, many recent cases are grounded in consumer fraud laws. (shrink)

This manuscript discusses the author’s experience implementing a secularized version of Lectio Divina, a medieval monastic contemplative reading practice, in an introductory philosophy classroom. Following brief discussion of Lectio Divina’s history and a description of how the practice was modified for the classroom, I discuss three benefits (increased attention to cognitive and noncognitive reactions to the text, willingness to engage with the material in novel ways, and the opportunity to engage in independent disciplinary practice) and three potential challenges (the time (...) required, student engagement, and the practice’s perceived religiosity) arising from the exercise. Following this, I discuss potential modifications to the exercise that instructors may wish to consider, namely strategies for addressing students’ status as novice meditators, focusing textual selections on course materials, and having students engage in some aspects of the practice as homework. (shrink)

We present a finitary regularly algebraizable logic not finitely equivalential, for every similarity type. We associate to each of these logics a class of algebras with an equivalence relation, with the property that in this class, the identity is atomatically definable but not finitely atomatically definable.