I offer a two-tiered critique of epistemological contrastivism as developed by Jonathan Schaffer. First, I investigate the cornerstone of contrastivism, the notion of knowing the selected proposition p rather than the eliminated, or contrast, proposition q. Contrastivism imposes the ternicity constraint that the knowledge relation should span a knower and two propositions. However, contrastivism has yet to explain how to square this constraint with the required contrast between the selected and the eliminated propositions, and it is not immediately obvious how (...) to accomplish this. I offer up for consideration the binary proposal that to know that p rather than q is to know that the conjunction of p and the negation of q is true. Second, I argue that contrastivist objects of knowledge ought to be hyperpropositions rather than functions from possible worlds to truth-values, as assumed by Schaffer. (shrink)

OBJECTIVES: To study whether linguistic analysis and changes in information leaflets can improve readability and understanding. DESIGN: Randomised, controlled study. Two information leaflets concerned with trials of drugs for conditions/diseases which are commonly known were modified, and the original was tested against the revised version. SETTING: Denmark. PARTICIPANTS: 235 persons in the relevant age groups. MAIN MEASURES: Readability and understanding of contents. RESULTS: Both readability and understanding of contents was improved: readability with regard to both information leaflets and understanding with (...) regard to one of the leaflets. CONCLUSION: The results show that both readability and understanding can be improved by increased attention to the linguistic features of the information. (shrink)

Does transparency in doxastic deliberation entail a constitutive norm of correctness governing belief, as Shah and Velleman argue? No, because this presupposes an implausibly strong relation between normative judgements and motivation from such judgements, ignores our interest in truth, and cannot explain why we pay different attention to how much justification we have for our beliefs in different contexts. An alternative account of transparency is available: transparency can be explained by the aim one necessarily adopts in deliberating about whether to (...) believe that p. To show this, I reconsider the role of the concept of belief in doxastic deliberation, and I defuse 'the teleologian's dilemma'. (shrink)

The theory of belief, according to which believing that p essentially involves having as an aim or purpose to believe that p truly, has recently been criticised on the grounds that the putative aim of belief does not interact with the wider aims of believers in the ways we should expect of genuine aims. I argue that this objection to the aim theory fails. When we consider a wider range of deliberative contexts concerning beliefs, it becomes obvious that the aim (...) of belief can interact with and be weighed against the wider aims of agents in the ways required for it to be a genuine aim. (shrink)

In this paper I propose a teleological account of epistemic reasons. In recent years, the main challenge for any such account has been to explicate a sense in which epistemic reasons depend on the value of epistemic properties. I argue that while epistemic reasons do not directly depend on the value of epistemic properties, they depend on a different class of reasons which are value based in a direct sense, namely reasons to form beliefs about certain propositions or subject matters. (...) In short, S has an epistemic reason to believe that p if and only if S is such that if S has reason to form a belief about p, then S ought to believe that p. I then propose a teleological explanation of this relationship. It is also shown how the proposal can avoid various subsidiary objections commonly thought to riddle the teleological account. (shrink)

In this paper we present the results of a simulation study of credence developments in groups of communicating Bayesian agents, as they update their beliefs about a given proposition p. Based on the empirical literature, one would assume that these groups of rational agents would converge on a view over time, or at least that they would not polarize. This paper presents and discusses surprising evidence that this is not true. Our simulation study shows that these groups of Bayesian agents (...) show group polarization behavior under a broad range of circumstances. This is, we think, an unexpected result, that raises deeper questions about whether the kind of polarization in question is irrational. If one accepts Bayesian agency as the hallmark of epistemic rationality, then one should infer that the polarization we find is also rational. On the other hand, if we are inclined to think that there is something epistemically irrational about group polarization, then something must be off in the model employed in our simulation study. We discuss several possible interfering factors, including how epistemic trust is defined in the model. Ultimately, we propose that the notion of Bayesian agency is missing something in general, namely the ability to respond to higher-order evidence. (shrink)

Kathrin Glüer and Åsa Wikforss argue that any truth norm for belief, linking the correctness of believing p with the truth of p, is bound to be uninformative, since applying the norm to determine the correctness of a belief as to whether p, would itself require forming such a belief. I argue that this conflates the condition under which the norm deems beliefs correct, with the psychological state an agent must be in to apply the norm. I also show that (...) since the truth norm conflicts with other possible norms that clearly are informative, the truth norm must itself be informative. (shrink)

In his 2000 book Logical Properties Colin McGinn argues that predicates denote properties rather than sets or individuals. I support the thesis, but show that it is vulnerable to a type-incongruity objection, if properties are (modelled as) functions, unless a device for extensionalizing properties is added. Alternatively, properties may be construed as primitive intensional entities, as in George Bealer. However, I object to Bealer’s construal of predication as a primitive operation inputting two primitive entities and outputting a third primitive entity. (...) Instead I recommend we follow Pavel Tichý in construing both predication and extensionalization as instances of the primitive operation of functional application. (shrink)

In the paper we offer a logical explication of the frequently used, but rather vague, notion of point of view. We show that the concept of point of view prevents certain paradoxes from arising. A point of view is a means of partial characterisation of something. Thus nothing is a P and at the same time a non-P, because it is a P only relative to some point of view and a non-P from another point of view. But there is (...) a major, complicating factor involved in applying a logical method that is supposed to provide a formal and rigorous counterpart of the intuitively understood notion: ‘point of view’ is a homony-mous expression, and so there is not just one meaning that would explain points of view. Yet we propose a common scheme of the logical type of the entities denoted by the term ‘point of view’. It is an empirical function: when applied to the viewed object in question, it results in a evaluating proposition about the object. If there is an agent applying the criterion, the result is the agent’s attitude to the respective object. The paper is organised into two parts. In Part I we first adduce and analyse various examples of typical cases of applying a point of view to prevent paradox. These cases are examined according to the type of the viewed object: a) the viewed object is an individual and b) the viewed object is a property or an office. In Part II we then show that the method described in Part I can be applied also to the analyses of agents’ attitudes. We thus explain how an agent can believe of something that it is a P and at the same time a non-P: the agent applies different viewpoint criteria to the viewed object. The inversion of perspective consisting in the perspective shifting from the believer on to the reporter in the case of attitudes de re, and from the reporter to the believer in the case of attitudes de dicto, is also analyzed. We show that there is no smooth logical traffic back and forth between such attitudes and prove that they are not equivalent. By way of conclusion, we explicate the notion of conceptual point of view and analyze cases of viewpoints given by conceptual distinction. We show, finally, that the proposed scheme of the type of point of view can be preserved, this time, however, in its extensional version. (shrink)

This note sketches how a theory of procedural semantics may offer a solution to the problem of the unity of the proposition. The current revival of the notion of structured meaning has made the problem of propositional unity pressing. The problem, stated in its simplest form, is how an individual a and a property F combine into the proposition P that a is an F; i.e. how two different kinds of objects combine into a third kind of object capable of (...) having properties that neither of its constituents could have. Constraints imposed on P include that P must be capable of being true/false, being known/believed to be true/false, and occurring as argument of propositional connectives, such as entailment. (shrink)

In the paper we offer a logical explication of the frequently used, but rather vague, notion of point of view. We show that the concept of point of view prevents certain paradoxes from arising. A point of view is a means of partial characterisation of something. Thus nothing is a P and at the same time a non-P, because it is a P only relative to some point of view and a non-P from another point of view. But there is (...) a major, complicating factor involved in applying a logical method that is supposed to provide a formal and rigorous counterpart of the intuitively understood notion: ‘point of view’ is a homonymous expression, and so there is not just one meaning that would explain points of view. Yet we propose a common scheme of the logical type of the entities denoted by the term ‘point of view’. It is an empirical function: when applied to the viewed object in question, it results in a evaluating proposition about the object. If there is an agent applying the criterion, the result is the agent’s attitude to the respective object. The paper is organised into two parts. In Part I we first adduce and analyse various examples of typical cases of applying a point of view to prevent paradox. These cases are examined according to the type of the viewed object: a) the viewed object is an individual and b) the viewed object is a property or an office. In Part II we then show that the method described in Part I can be applied also to the analyses of agents’ attitudes. We explain how an agent can believe of something that it is a P and at the same time a non-P: the agent applies different viewpoint criteria to the viewed object. The inversion of perspective consisting in the perspective shifting from the believer on to the reporter in the case of attitudes de re, and from the reporter to the believer in the case of attitudes de dicto, is also analyzed. We show that there is no smooth logical traffic back and forth between such attitudes unless some additional assumptions are added, and prove that they are not equivalent. By way of conclusion, we explicate the notion of conceptual point of view and analyze cases of viewpoints given by conceptual distinction. We show, finally, that the proposed scheme of the type of point of view can be preserved, this time, however, in its extensional version. (shrink)

In the paper we offer a logical explication of the frequently used, but rather vague, notion of point of view. We show that the concept of point of view prevents certain paradoxes from arising. A point of view is a means of partial characterisation of something. Thus nothing is a P and at the same time a non-P , because it is a P only relative to some point of view and a non-P from another point of view. But there (...) is a major, complicating factor involved in applying a logical method that is supposed to provide a formal and rigorous counterpart of the intuitively understood notion: ‘point of view’ is a homony-mous expression, and so there is not just one meaning that would explain points of view. Yet we propose a common scheme of the logical type of the entities denoted by the term ‘point of view’. It is an empirical function: when applied to the viewed object in question, it results in a evaluating proposition about the object. If there is an agent applying the criterion, the result is the agent’s attitude to the respective object. The paper is organised into two parts. In Part I we first adduce and analyse various examples of typical cases of applying a point of view to prevent paradox. These cases are examined according to the type of the viewed object: a) the viewed object is an individual and b) the viewed object is a property or an office. In Part II we then show that the method described in Part I can be applied also to the analyses of agents’ attitudes. We thus explain how an agent can believe of something that it is a P and at the same time a non-P: the agent applies different viewpoint criteria to the viewed object. The inversion of perspective consisting in the perspective shifting from the believer on to the reporter in the case of attitudes de re, and from the reporter to the believer in the case of attitudes de dicto, is also analyzed. We show that there is no smooth logical traffic back and forth between such attitudes and prove that they are not equivalent. By way of conclusion, we explicate the notion of conceptual point of view and analyze cases of viewpoints given by conceptual distinction. We show, finally, that the proposed scheme of the type of point of view can be preserved, this time, however, in its extensional version. (shrink)

Filosofi med børn har siden 80’erne været kendt i Danmark som en stærkt dialogisk undervisningsform med fokus på elevernes evne til at reflektere sammen og argumentere selvstændigt. Feltets idealer kan dog være vanskelige at leve op til i praksis. Denne caseanalyse undersøger en rapport, hvor de dialogiske idealer for Filosofi med børn beskrives sammen med praksiseksempler, og analysen viser, at den faktiske undervisning ikke lever op til idealerne. Casen illustrerer dermed nogle af udfordringerne ved at bryde med en klassisk lærercentreret (...) undervisningsform, samt nødvendigheden af didaktiske værktøjer og strategier for at lykkes med den dialogiske tilgang i Filosofi med børn. (shrink)

BackgroundResponsive neurostimulation has been utilized as a treatment for intractable epilepsy. The RNS System delivers stimulation in response to detected abnormal activity, via leads covering the seizure foci, in response to detections of predefined epileptiform activity with the goal of decreasing seizure frequency and severity. While thalamic leads are often implanted in combination with cortical strip leads, implantation and stimulation with bilateral thalamic leads alone is less common, and the ability to detect electrographic seizures using RNS System thalamic leads is (...) uncertain.ObjectiveThe present study retrospectively evaluated fourteen patients with RNS System depth leads implanted in the thalamus, with or without concomitant implantation of cortical strip leads, to determine the ability to detect electrographic seizures in the thalamus. Detailed patient presentations and lead trajectories were reviewed alongside electroencephalographic analyses.ResultsAnterior nucleus thalamic leads, whether bilateral or unilateral and combined with a cortical strip lead, successfully detected and terminated epileptiform activity, as demonstrated by Cases 2 and 3. Similarly, bilateral centromedian thalamic leads or a combination of one centromedian thalamic alongside a cortical strip lead also demonstrated the ability to detect electrographic seizures as seen in Cases 6 and 9. Bilateral pulvinar leads likewise produced reliable seizure detection in Patient 14. Detections of electrographic seizures in thalamic nuclei did not appear to be affected by whether the patient was pediatric or adult at the time of RNS System implantation. Sole thalamic leads paralleled the combination of thalamic and cortical strip leads in terms of preventing the propagation of electrographic seizures.ConclusionThalamic nuclei present a promising target for detection and stimulation via the RNS System for seizures with multifocal or generalized onsets. These areas provide a modifiable, reversible therapeutic option for patients who are not candidates for surgical resection or ablation. (shrink)

Thomas & Karmiloff- Smith correctly identify Residual Normality as a critical assumption of some theorising about mental structure within developmental psychology. However, their simulations provide only weak support for the conditions under which RN may occur because they explore closely related architectures that share a learning algorithm. It is suggested that more work is required to establish the limits of RN.

Enquanto estudiosos debatem os termos “espiritualizado/a” e “religioso/a”, surgem no cenário pessoas que prontamente se auto-identificam como sendo “espiritualizadas mas não religiosos/as” (SNR) ou “religiosas mas não espiritualizadas” (RNS) ou ainda como sendo, simultaneamente, “espiritualizadas e religiosas” (BSR), ou então, “nem espiritualizadas nem religiosas (NONE). Este estudo investigou como estas categorias auto identificatórias relacionam-se à essência e estilo das orações das pessoas e outras características com base em crenças religiosas. Participantes ( N = 103) responderam a uma pesquisa via internet. (...) RNS e SNR não apresentaram respondentes suficientes para uma análise. Não houve distinção entre os BSR e SNR em relação à essência de suas orações e percepções de Deus como amor ou controle. Igualmente, os dois grupos valorizaram suas posições de fé para se auto-identificarem. BSR relataram maior proximidade de Deus. Os respondentes das categorias BSR e SNR foram significativamente diferentes em muitas características relacionadas aos estilos (por exemplo, frequência aos cultos; frequência e duração da oração; idade da primeira oração). Estes dois grupos foram semelhantes em suas preferências pela prática da oração a sós. Tais resultados sugerem que as diferenças que designam as categorias “espiritualizado/a” e/ou “religioso/a” podem ter mais a ver com o estilo do que a essência do sistema de fé abraçado. Key words : Religioso/a. Espiritualizado/a. Oração. Essência. Estilo.While scholars debate the terms “spiritual” and “religious,” people readily self-identify as “spiritual not religious (SNR),” “religious not spiritual (RNS),” “both spiritual and religious (BSR),” or “neither spiritual nor religious (NONE).” This study investigated how these self labels related to the substance and style of people’s prayers and other faith-based features. Respondents ( N = 103) completed an internet survey. RNS and NSR did not have enough respondents for analysis. BSR and SNR groups were indistinguishable with regard to the substance of their prayers and perceptions of God as loving or controlling. Likewise the two groups equally valued their faith positions as important for self-identity. BSR reported greater nearness to God. BSR and SNR respondents were significantly different on many style related characteristics (e.g., attendance at formal services; frequency and duration of prayer; age at first prayer). They were similar in their preferences for praying alone. These results suggest that the differences between claiming the designation of “religious” and / or “spiritual” may have more to do with the style than the substance of the faith system embraced. Palavras-chave: Religious. Spiritual. Prayer. Substance. Style. (shrink)

A differential manifold (d-manifold, for short) can be defined as a pair (M, C), where M is any set and C is a family of real functions on M which is (i) closed with respect to localization and (ii) closed with respect to superposition with smooth Euclidean functions; one also assumes that (iii) M is locally diffeomorphic to Rn. These axioms have a straightforward physical interpretation. Axioms (i) and (ii) formalize certain “compatibility conditions” which usually are supposed to be assumed (...) tacitly by physicists. Axiom (iii) may be though of as a (nonmetric) version of Einstein's equivalence principle. By dropping axiom (iii), one obtains a more general structure called a differential space (d-space). Every subset of Rn turns out to be a d-space. Nevertheless it is mathematically a workable structure. It might be expected that somewhere in the neighborhood of the Big Bang there is a domain in which space-time is not a d-manifold but still continues to be a d-space. In such a domain we would have a physics without the (usual form of the) equivalence principle. Simple examples of d-spaces which are not d-manifolds elucidate the principal characteristics the resulting physics would manifest. (shrink)

Entendemos a Educação Infantil em amplo sentido, isto é, há um leque de conceitos em que pode-se gozar dentro da Pedagogia e as Ciências da Educação, é nessa modalidade de ensino que podem-se englobar todas as esferas educativas vivenciadas pelas crianças de, conforme Lei, 0 à 5 anos de idade, pela família e, também, pelo próprio corpo social, antes mesmo de atingir a idade educativa obrigatória que é, vide Lei, aproximadamente a partir dos 7 anos de idade. A EI também (...) pode ser considerada como uma das mais complexas fazes do desenvolvimento humano, em diversas esferas, seja ela a intelectual, emocional, social, motora, psicomotora, etc. uma vez que tratam-se de crianças que, muitas vezes, têm o primeiro contato com um novo ambiente, que é o ambiente escolar. Diante disso, torna-se primordial a inserção das crianças em berçários, creches e Educação Maternal, também denominado de pré-escola, para que as mesmas interajam entre seus semelhantes e comecem a aproximar-se da vida social e educacional, estando preparadas para uma nova etapa educacional. Mediante essa perspectiva da vida psicopedagógica das crianças, Kuhlmann Júnior ressalta que: Pode-se falar de “Educação Infantil” em um sentido bastante amplo, envolvendo toda e qualquer forma de educação da criança na família, na comunidade, na sociedade e na cultura em que viva (2003. p. 469). -/- Mediante a análise de Kuhlmann, logo, a EI designa a periodicidade regular a uma entidade educativa exterior ao domicílio, isto é, trata-se do lapso da vida escolar em que se volta-se, pedagogicamente, ao público entre 0 e 5 anos de idade no Brasil; vale salientar que nessa idade entre 0 e 5 anos, as crianças não estão submetidas a obrigatoriedade do ingresso na vida escolar. A Constituição brasileira de 1988 define no Título VIII (Da Ordem Social), Capítulo III (Da Educação, da Cultura e do Desporto), Seção I (Da Educação), Artigo 208 que: O dever do Estado com a educação será efetivado mediante a garantia de: Inciso IV – educação infantil, em creche e pré-escola, às crianças até 5 (cinco) anos de idade. (Constituição Federal, 2016. p. 63). -/- A Lei de Diretrizes e Bases da Educação Nacional, especificamente a Lei 9394/96, denomina a Creche como sendo a entidade responsável por promover o primeiro contato das crianças com o ambiente escolar, a idade é determinada como sendo de 0 a 3 anos de idade (Artigo 30. Inciso I). Também denomina de pré-escola a instituição responsável pelo ensino de crianças entre 4 e 6 anos de idade (Artigo 30. Inciso II). Não obstante, mediante Lei 11274/06 que reedita o Artigo 32 da Lei 9394/96, o ensino fundamental passou a ser de 9 (nove) anos de idade e não mais de 8 (oito), logo, as crianças que com 6 (seis) anos de idade não eram submetidas a obrigatoriedade do estudo, passaram a fazer parte da conformação obrigatória, isto é, elas já não fazem mais parte do ensino eletivo ou optativo da pré-escola e sim do ensino fundamental obrigatório. -/- Dito isto, a LDB diz na Seção II (Da Educação Infantil) e no Artigo 29 que a Educação Infantil é tida como a primeira etapa da Educação Básica, e tem por objetivo, a promoção e o favorecimento do desenvolvimento integral da criança de 0 à 5 anos de idade, nos mais variados aspectos possíveis, sendo eles o físico, psicológico, intelectual e social, sendo mais que uma complementação da instrução familiar e da sociedade (BRASIL, 2005. p. 17). Seguindo a linha teórica acerca das crianças, o Artigo 30, da mesma, ressalta que a EI será promovida por meio de creches para crianças de 0 a 3 anos e em pré-escolas para o público entre 4 e 5 anos de idade, como enaltecido supracitadamente. No que se refere a avaliação, no Artigo 31 esse processo será feito porventura do acompanhamento e registro do desenvolvimento das crianças, sem que haja quaisquer tipos de promoção, mesmo que vise o acesso ao Ensino Fundamental. -/- Vale enfatizar que essa modalidade de ensino tem uma finalidade pedagógica, um trabalho que se apropria da realidade e dos conhecimentos infantis como estopim e os amplia mediante atividades que tem uma certa significação concreta para a vida dos infantes e, isocronicamente asseguram a aquisição de novos conhecimentos. Doravante e por meio dessa perspectiva, é imprescindível que o educador da EI preocupe-se com o arranjo e aplicação dos trabalhos fazendo, assim, uma contribuição para a ascensão do infante de 0 a 5 anos. -/- O Referencial Curricular Nacional para a Educação Infantil de 1998 ressalta que deve-se levam em conta que os infantes são distintos entre si, isto é, que cada um possui um ritmo peculiar de aprendizagem. Dito isto, o educador deverá preparar-se para promover aos educandos uma educação alicerçada na condição de aprendizagem peculiar de cada um deles, considerando-se bastante singulares e com particularidades. Para isso, o governo deverá fornecer um alicerce na formação dos educadores, preparando-os para enfrentar esse mundo repleto de dificuldades mas, no fim, de uma extensa realização pessoal e profissional. Ante as características peculiares dos ritmos das crianças, o grande desafio que ora implica na EI é com que os profissionais consigam compreender, conhecer e reconhecer o jeito peculiar dos infantes serem e estarem inseridos no mundo. O RCN da modalidade EI ainda explicita que a entidade promovente da EI deve tornar acessível a todos os infantes que ora frequentam-no, indiscriminadamente, elementos culturais que enriquecem a ascensão e a inserção social dos mesmos. -/- A EI é caracterizada, historicamente, pelo assistencialismo reduzido e a um recinto que vise, primordialmente, os cuidados com os infantes. Ao passo dos anos, e diversas metamorfoses ocorridas nas tendências educacionais, passou a ser teorizada como um simples processo educativo. -/- Paulo Freire (1921-1997) já alertava que: Quando se tira da criança a possibilidade este ou aquele espaço da realidade, na verdade se está alienando-a da sua capacidade de construir seus conhecimentos. Porque o ato de conhecer é tão vital quanto comer ou dormir; e eu não posso comer por alguém (FREIRE, 1983. p. 36). Logo, nesse contexto é sumamente impossível desassociar os termos cuidar e o educar, eixos cêntricos que dão características peculiares na constituição do espaço e do ambiente escolar nesse lapso da educação. Doravante, contradizendo ao que muitos ainda pensam o cuidar e o educar não remetem à perspectiva assistencialista e ao processo de ensino e aprendizagem dos mesmos, uma vez que ambos complementam-se, além de integrarem-se para uma melhor promoção do desenvolvimento do infante, no que se refere à edificação de sua autonomia e totalidade. -/- O infante carece de cuidados básicos no que se refere à saúde, os quais pode ser obtido mediante uma alimentação saudável e balanceada, assepsia, educação física, momentos de ópio, entre outras inúmeras situações peculiares à crianças e que exigem do educador uma atenção especial em relação aos cuidados com a criança. Todavia, é primordial que o profissional da EI desenvolva um trabalho educacional voltado ao favorecimento e a condução para a descoberta e edificação de sua identidade, apropriando-se de saberes necessários à constituição da autonomia tanto do infante, que ora se torna imprescindível quanto do próprio educador. -/- No que tange a afetividade na EI, falamos de uma constituição do cenário contemporâneo dos ambientes escolares e que, no futuro, tornara-se sumamente imprescindível algum marco ou lapsos que persistem e poderão persistir na educação futura do fundamental e até mesmo do médio ou ensino universitário, principalmente questões de vivência com os outros. Compreensão do outro, desenvolvimento de projetos, percepção da interdependência, de não à quaisquer tipos de violência, administração de possíveis conflitos, descoberta do outro, participação em projetos comuns, prazer no esforço alheio, cooperativada são essenciais nesses primeiros anos escolares e, para que isso torne-se realidade, é necessário que se abra um leque de possibilidades para o futuro mediante a formação atual dos educadores, logo com um alicerce maior em suas formações, o educador(a) estará preparado para atuar frente ao infante, unindo esse lapso fundamental de sua vida dos primeiros anos escolares. -/- REFERÊNCIAS BIBLIOGRÁFICAS -/- BRASIL. [Constituição (1988)]. Constituição da República Federativa do Brasil de 1988. Brasília, DF: Presidência da República, 2016. -/- _______. Leis de Diretrizes e Bases da Educação Nacional. Lei 9394/1996. Brasília, 2005. -/- _______. Ministério da Educação e do Desporto. Secretaria de Educação Fundamental. Referencial Curricular Nacional para a Educação Infantil. Brasília: MEC/SEF, 1998. -/- FREIRE, P. Pedagogia do oprimido. 17ª ed. São Paulo: Paz e Terra, 1983. -/- KUHLMANN JR., M.. Educando a infância brasileira. In: LOPES, E. M. T.; FILHO, L. M. F.; VEIGA, C. G. (Org.). 500 anos de educação no Brasil. 4ªed. Belo Horizonte: Autêntica, 2008. -/- LEÃO, J. L. de S. Educação Infantil no Brasil: Algumas Considerações. In: LEÃO, J. L. de S. O processo de inclusão escolar na educação infantil sob a ótica de assessoras pedagógicas da Secretaria Municipal de Educação do Natal/RN. 2008. Trabalho de conclusão de curso (Licenciatura em Pedagogia) – Centro de Educação, Universidade Federal do Rio Grande do Norte, 2018. p. 18. (shrink)

We give a systematic method of constructing extensions of the Kuznetsov-Gerčiu logic KG without the finite model property (fmp for short), and show that there are continuum many such. We also introduce a new technique of gluing of cyclic intuitionistic descriptive frames and give a new simple proof of Gerčiu’s result [9, 8] that all extensions of the Rieger-Nishimura logic RN have the fmp. Moreover, we show that each extension of RN has the poly-size model property, thus improving on [9]. (...) Furthermore, for each function f: omega -> omega, we construct an extension Lf of KG such that Lf has the fmp, but does not have the f-size model property. We also give a new simple proof of another result of Gerčiu [9] characterizing the only extension of KG that bounds the fmp for extensions of KG. We conclude the paper by proving that RN.KC = RN + (¬p vee ¬¬p) is the only pre-locally tabular extension of KG, introduce the internal depth of an extension L of RN, and show that L is locally tabular if and only if the internal depth of L is finite. (shrink)

This paper investigates aspects of measure and randomness in the context of locale theory . We prove that every measure μ, on the σ-frame of opens of a fitted σ-locale X, extends to a measure on the lattice of all σ-sublocales of X . Furthermore, when μ is a finite measure with μ=M, the σ-locale X has a smallest σ-sublocale of measure M . In particular, when μ is a probability measure, X has a smallest σ-sublocale of measure 1. All (...) σ prefixes can be dropped from these statements whenever X is a strongly Lindelöf locale, as is the case in the following applications. When μ is the Lebesgue measure on the Euclidean space Rn, Theorem 1 produces an isometry-invariant measure that, via the inclusion of the powerset P in the lattice of sublocales, assigns a weight to every subset of Rn. When μ is the uniform probability measure on Cantor space {0,1}ω, the smallest measure-1 sublocale, given by Theorem 2, provides a canonical locale of random sequences, where randomness means that all probabilistic laws are satisfied. (shrink)

Dieser Beitrag bietet eine umfassende Diskussion des Textes “Humanismus und Christentum” des dänischen Philosophen und Theologen Knud E. Løgstrup. Er verortet den Text in seinem geistesgeschichtlichen Kontext und analysiert seine wichtigsten Argumente wie auch seine zentrale These, der zufolge Humanismus und Christentum einen entscheidenden Grundsatz teilen, insofern beide die Ethik als “stumm“ oder “unausgesprochen“ verstehen. Darüber hinaus wird dargelegt, wie Løgstrups Text zentrale Überlegungen in dessen späteren Publikationen, besonders in dem Hauptwerk Die ethische Forderung, vorwegnimmt.

It is fortunate for my purposes that English has the two words ‘almighty’ and ‘omnipotent’, and that apart from any stipulation by me the words have rather different associations and suggestions. ‘Almighty’ is the familiar word that comes in the creeds of the Church; ‘omnipotent’ is at home rather in formal theological discussions and controversies, e.g. about miracles and about the problem of evil. ‘Almighty’ derives by way of Latin ‘omnipotens’ from the Greek word ‘ pantokratōr ’; and both this (...) Greek word, like the more classical ‘ pankratēs ’, and ‘almighty’ itself suggest God's having power over all things. On the other hand the English word ‘omnipotent’ would ordinarily be taken to imply ability to do everything; the Latin word ‘omnipotens’ also predominantly has this meaning in Scholastic writers, even though in origin it is a Latinization of ‘ pantocratōr ’. So there already is a tendency to distinguish the two words; and in this paper I shall make the distinction a strict one. I shall use the word ‘almighty’ to express God's power over all things, and I shall take ‘omnipotence’ to mean ability to do everything. (shrink)

This is the twenty-sixth volume in the Library of Living Philosophers, a series founded by Paul A. Schilpp in 1939 and edited by him until 1981, when the editorship was taken over by Lewis E. Hahn. This volume follows the design of previous volumes. As Schilpp conceived this series, every volume would have the following elements: an intellectual autobiography of the philosopher, a series of expository and critical articles written by exponents and opponents of the philosopher's thought, replies to these (...) critics and commentators by the philosopher, and as nearly complete a bibliography of the published work of the philosopher as possible. (shrink)

My topic is personal identity, or rather, our identity. There is general, but not, of course, unanimous, agreement that it is wrong to give an account of what is involved in, and essential to, our persistence over time which requires the existence of immaterial entities, but, it seems to me, there is no consensus about how, within, what might be called this naturalistic framework, we should best procede. This lack of consensus, no doubt, reflects the difficulty, which must strike anyone (...) who has considered the issue, of achieving, just in one's own thinking, a reflective equilibrium. The theory of personal identity, I feel, provides a curious contrast. On the one side, it seems highly important to know what sort of thing we are, but, on the other, it is hard to find any answer which has a ‘solid’ feel. (shrink)

Festschrift honoring P.F. Strawson; includes contributed articles on his contributions in logic and on logic.

In recent years philosophers have given much attention to the ‘ontological problem’ of events. Donald Davidson puts the matter thus: ‘the assumption, ontological and metaphysical, that there are events is one without which we cannot make sense of much of our common talk; or so, at any rate, I have been arguing. I do not know of any better, or further, way of showing what there is’. It might be thought bizarre to assign to philosophers the task of ‘showing what (...) there is’. They have not distinguished themselves by the discovery of new elements, new species or new continents, nor even of new categories, although there has often been more dreamt of in their philosophies than can be found in heaven or earth. It might appear even stranger to think that one can show what there actually is by arguing that the existence of something needs to be assumed in order for certain sentences to make sense. More than anything, the sober reader will doubtlessly be amazed that we need to assume , after lengthy argument, ‘that there are events’. (shrink)

A compilation of all previously published writings on philosophy and the foundations of mathematics from the greatest of the generation of Cambridge scholars that included G.E. Moore, Bertrand Russell, Ludwig Wittgenstein and Maynard Keynes.

Together, these entail that for every true proposition p, there exists some thing which could not exist and p be false.

Pv~P: Cambridge Journal of Undergraduate Philosophy, Issue 1, 1982.

Throughout its history philosophy has been thought to be a member of a community of intellectual disciplines united by their common pursuit of knowledge. It has sometimes been thought to be the queen of the sciences, at other times merely their under-labourer. But irrespective of its social status, it was held to be a participant in the quest for knowledge – a cognitive discipline.