The Post-genomic Era includes features both from a methodological and epistemic point of view and from an ontological perspective. Firstly, it incorporates new methods of high-throughput sequencing of DNA and RNA, and the development of complete genomes that allow a precise reference of the molecular results obtained. In addition, from an ontological perspective, the centre of gravity of the molecular processes is placed on the expression of genes, and the way in which such expression is regulated; these features turn the (...) attention towards the study of Gene Regulatory Networks, and in particular to the role of RNA. This new molecular-biological perspective based on new methodologies and approaches is affecting the existing Molecular Genetics Theory including the definition of gen and Central Dogma of Molecular Biology. An important philosophical challenges posed by this new situation is the question whether there is a sophistication of the present theory or a New Theory of Molecular Genetics and whether there is an incommensurability between this theory and the accepted theory. In this work we evaluate these changes in the light of Kuhn’s theory of scientific revolution in order to propose an alternative between a moderate and a strong view. According to the moderate one, the Post-genomic changes do not properly involve a paradigm shift or, if they do, they constitute a minor revolution. The strong view considers that, the anomalies disclosed in the Molecular Genetics Theory at conceptual and methodological level and the Post-genomic changes they lead to suppose a scientific paradigm shift. (shrink)

Standpoint logic is a recently proposed formalism in the context of knowledge integration, which advocates a multi-perspective approach permitting reasoning with a selection of diverse and possibly conflicting standpoints rather than forcing their unification. In this paper, we introduce nested sequent calculi for propositional standpoint logics---proof systems that manipulate trees whose nodes are multisets of formulae---and show how to automate standpoint reasoning by means of non-deterministic proof-search algorithms. To obtain worst-case complexity-optimal proof-search, we introduce a novel technique in the context (...) of nested sequents, referred to as "coloring," which consists of taking a formula as input, guessing a certain coloring of its subformulae, and then running proof-search in a nested sequent calculus on the colored input. Our technique lets us decide the validity of standpoint formulae in CoNP since proof-search only produces a partial proof relative to each permitted coloring of the input. We show how all partial proofs can be fused together to construct a complete proof when the input is valid, and how certain partial proofs can be transformed into a counter-model when the input is invalid. These "certificates" (i.e. proofs and counter-models) serve as explanations of the (in)validity of the input. (shrink)

Timothy Williamson’s potentially most important contribution to epistemicism about vagueness lies in his arguments for the basic epistemicist claim that the alleged cut-off points of vague predicates are not knowable. His arguments for this are based on so-called ‘margin for error principles’. This paper argues that these principles fail to provide a good argument for the basic claim. Williamson has offered at least two kinds of margin for error principles applicable to vague predicates. A certain fallacy of equivocation seems to (...) underlie his justification for both kinds of principles. Besides, the margin for error principles of the first kind can be used in the derivation of unacceptable consequences, while the margin for error principles of the second kind can be shown to be compatible with the falsity of epistemicism, under a number of assumptions acceptable to the epistemicist. (shrink)

I argue that recent defenses of the view that in 1936 Tarski required all interpretations of a language to share one same domain of quantification are based on misinterpretations of Tarski’s texts. In particular, I rebut some criticisms of my earlier attack on the fixed-domain exegesis and I offer a more detailed report of the textual evidence on the issue than in my earlier work. I also offer new considerations on subsisting issues of interpretation concerning Tarski’s views on the logical (...) correctness of certain omega-arguments, on the Tarskian proof that Etchemendy took to be modal and fallacious, and on Tarski’s appeals to the “common concept of consequence”. (shrink)

The aim of the study was to use an clustering analysis method to classify and identify native and foreign basketball players into similar groups based on game-related statistics; use the Pearson’s Chi-square test to identify the key clusters that affect whether a team enters the playoffs; and use the classification tree analysis to stimulate the prediction of team ability and the construction of the team roster. The sample consisted of 422 foreign players and 1,775 native players across 9 seasons from (...) 2011 to 2019. The clustering process allowed for the identification of nine native and six foreign player performance profiles. In addition, two clusters of native players and one cluster of foreign players were identified that had a significant impact on team ability. These results provide alternative references for basketball staff concerning the process of evaluating native and foreign player performance in the Chinese Basketball Association. (shrink)

Es wird versucht, die Camapsche Definitions- und Begriffslehre darzustellen, die er bei der Entwicklung seiner Konstitutionstheorie aufstellte. Camap unterscheidet zwei Hauptteile der Definitions- und Begriffslehre: den Abschnitt, der zum Konstitutionssystem gehört, und den Abschnitt, der nicht dazu gehört. Die Definitionslehre besteht wiederum aus zwei zentralen Definitionsarten: der Strukturbeschreibung, mit der das Konstitutionssystem aufgebaut wird, und der impliziten Definition, die außerhalb des Konstitutionssystems steht. Auch die Begriffslehre läßt sich in zwei Hauptgruppen unterteilen: in die eigentlichen Begriffe, die die Begriffe des Konstitutionssystems (...) bilden, und in die uneigentlichen, die nicht zum Konstitutionssystem gehören. (shrink)

Contrary to what often seems to be the implicit belief, Tarski's 1933 version of the theorem on the indefinability of truth did not mention semantic notions, either defined or intuitive. I state this version in a somewhat modernized form and explain briefly the self-imposed mathematico-philosophical constraints that led Tarski to formulate it as he did. I also point out that close attention to its content suggests a refined view of the exact contrast between Tarski's achievement and Gödel's achievement in his (...) earlier discovery of another version of the result. (shrink)

Research examining Service-Learning in Physical Education Teacher Education is ample. However, long-term investigations are still scarce and literature demands the application of this type of design to uncover the effects of SL on the long run. This study followed a longitudinal quantitative approach; thus, the participants completed the Civic Attitudes and Skills Questionnaire in three occasions. Results show that there exist significant differences between mean values of the global outcomes of the CASQ; concretely, there was an improvement in the first (...) interval followed by a decrease in the second period. Regarding the different dimensions of the CASQ, leadership skills, attitudes towards social justice and attitudes towards diversity showed significant differences too. This research leads towards better understanding of methodological strategies promoting quality education, positing SL as an adequate possibility in this respect, also in the long term. (shrink)

Paulo Freire consistently upheld humanization and mutuality as educational ideals. This article argues that conceptualizations of knowledge and how knowledge is sought and produced play a role in fostering humanization and mutuality in educational contexts. Drawing on Mary Shelley’s novel Frankenstein, this article focuses on the two central characters who ‘ardently’ pursue knowledge at all costs. It will be argued that the text suggests two possible outcomes from the pursuit of knowledge. One is mutuality; the other is social disconnectedness.

Abstract: I address the issue of how pretence emerged in evolution by reviewing the (mostly negative) evidence about pretend behaviour in non-human primates, and proposing a model of the type of information processing abilities that humans had to evolve in order to be able to pretend. Non-human primates do not typically pretend: there are just a few examples of potential pretend actions mostly produced by apes. The best, but still rare, examples are produced by so-called 'enculturated' apes (reared by humans) (...) and among them specially those that have been systematically trained to use symbols (so-called 'linguistic' apes). A hypothesis that would explain the lack of pretence in apes is that they lack the mentalistic ability of theory of mind. However, in the last years apes have been demonstrated to possess relatively sophisticated social cognitive skills, some of them ontogenetically appearing in humans alongside with or even after pretend play. As a solution to the paradox, I discuss a model according to which pretence is supported by a mechanism capable of computing intentional relations with non-existing objects or properties (Intentional non-existence), as opposed to mechanisms computing intentional relations with existing, although not necessarily currently perceived, objects (Intentional availability). Apes possess the latter, which allows them to solve a variety of theory of mind tasks, but not the former, which typically prevents them from developing pretence. (shrink)

Quizá no sea desacertado destacar que cuando Étienne Balibar afirma que el sujeto-ciudadano rousseauniano constituye una «figura propiamente revolucionaria», no está simplemente mencionándolo desde una perspectiva teórico-política, pues está haciendo ver que la dualidad que comporta supone una figura revolucionaria en un sentido lingüístico y especulativo. En este artículo, nuestro propósito no es otro que analizar el triple alcance de la «invención teórica de Rousseau». Que las significaciones conceptuales no puedan ser simples o unívocas, es lo que en buena medida (...) intentaremos poner de relieve siguiendo su interpretación de algunas de las nociones medulares del Contrato social de Rousseau. (shrink)

Tomando como punto de partida hermenéutico lo que Martin Heidegger denominó como olvido del ser, en el contexto de su ambiciosa crítica a la metafísica occidental como ontoteología, se pone en ejercicio una hermenéutica analógico-icónica (deudora del modelo postulado por el filósofo mexicano Mauricio Beuchot) que permite recuperarlo en el ámbito jurídico, respetando la diferencia ontológica, mediante el recurso a la analogicidad y a la iconicidad como propiedades ontológicas del ser jurídico. Para ello se lleva a cabo una crítica de (...) las principales ontologías jurídicas (iusnaturalismos, iuspositivismos y antiformalismos jurídicos), con el objetivo de articular ciertas bases que permitan desarrollar hoy una ontología analógico-icónica de lo jurídico. (shrink)

The article intends to analyze Nietzsche’s style. Nietzsche uses language in order to ground and criticize established knowledge. Thus, he leads the raw-material of the artist, the language, to a crisis. He tries, by means of a renewed way of writing, to promote the creation of a more artistic world. Tracing a relationship between style and life, Nietzsche makes corporeality play a key role in his writings.

Student-centered pedagogy has been embraced by many feminist practitioners and educational theorists as an antidote to more “traditional” or “masculinist” forms of classroom relations, epistemological constructs, and theories of self. I will show that the margin-center schema, student-centered pedagogy’s foundational metaphor, undermines feminist projects when applied to teacher-student relations. Although the margin-center schema has been a useful diagnostic tool in feminist theory, it operates prescriptively in student-centered pedagogy. Student-centered pedagogy designates teachers’ “proper place” at the margins of classroom life, a (...) place that echoes bygone visions of domestic femininity. This paper is simultaneously a critique of student-centered pedagogy and a recuperative project to dislodge the work of John Dewey from the teacher-centered/student-centered binary. (shrink)

Traducción del alemán de Irene Borges-Duarte.

I offer some brief remarks in reply to comments and criticisms of my earlier work on logical consequence and logical constants. I concentrate on criticisms, especially García-Carpintero’s charge that myviews make no room for modal intuitions about logical consequence, and Sher’s attempted rebuttal of my critique of her theory of logical constants. I show that García-Carpintero’s charge is based on misunderstandings, and that Sher’s attempted rebuttal actually reveals new problems for her theory.

It is pretended to show the influence Cervantes had on Freud. Freud was worried about the psychic disorders. He was also disappointed by the methods of psychiatry had at that time. Freud was very interested in the plays of Cervantes, especially in El coloquio de los perros and El Quixote, where reality and illusion, and the relationship between sanity and insanity are their central axes. One of the possible readings of the great play is the one where limits between reason (...) and unreason are not clear, to the point of achieving “the reason of the unreasonableness”, which would make it understandable and explicable. Real fantasy, fantastic reality, the demarcation between them was one of the topics that worried Freud. Freud is not a simple lawyer of the irrationality, but he also tries to find “the reason of the unreasonableness” that neurotics show in the symptoms he tried to explain in detail. (shrink)

El interés de estas reflexiones es mostrar la base zoológica del comportamiento estético, corregir la precipitada identificación de lo estético con lo artístico, y revisar la concepción dominante sobre la historia del arte. El hilo conductor es la atención a la función del lenguaje y su relación con la memoria y la etnia.

In his “What Might Nonconceptual Content Be?”, Robert Stalnaker finds no good argument for the claim that certain intuitive differences between perception and belief must be explained by a distinction between the kinds of content of perception states (which would have nonconceptual content) and belief states (which would have conceptual content). I object to Stalnaker that he does not examine arguments for this claim actually produced by its defenders. But I reach a conclusion of the same kind as Stalnaker’s after (...) examining arguments for the claim found in the work of Tim Crane and Christopher Peacocke. (shrink)