Learning self-regulation skills is essential for proper neurobiological and psychosocial development in childhood. In this study, we investigated the role of breathing, considered a fundamental resource for many meditation practices, as a tool to promote self-regulation in preschool-aged children. Respiratory modulation has been used as a technique in promoting psychophysiological regulation, due to its beneficial effect on the functioning of the autonomic nervous system (ANS), to its important role in the regulation of metabolism, and for promoting the entrainment of all (...) the oscillatory systems in the body. The study has the goals of reviewing the psychophysiological basis of respiration, its relation to cognitive and affective processing, and to evaluate the capacity of preschool children to learn a breathing technique for self-regulation, supporting the development of educational strategies and health intervention programs that adopt meditation practices as a method to promote psychophysiological self-regulation in children. (shrink)

Os transtornos alimentares são distúrbios psiquiátricos, envolvendo os sistemas psicológicos, emocionais, cognitivos, fisiológicos e alimentares podendo levar o indivíduo ao óbito. Este artigo teve o intuito de analisar os resultados de intervenções direcionadas à prevenção ou redução da ocorrência de transtornos alimentares em literaturas nacionais e internacionais. O levantamento bibliográfico foi realizado nas bases de dados CINAHL, LILACS, PsycINFO, PubMed, SciELO e Web of Science, utilizando o cruzamento de palavras-chaves: “eating disorders” AND “randomized controlled trial”. Foram selecionados 82 artigos;13 atenderam (...) aos critérios de inclusão e foram analisados. Após Análise, os resultados dos estudos demonstraram que os transtornos alimentares podem ser prevenidos e tratados por diferentes tipos de intervenções. Como a etiologia dos transtornos alimentares é multifatorial, é importante a realização de estudos nacionais, pois fatores ambientes da realidade brasileira podem alterar os resultados obtidos em outras realidades socioculturais. (shrink)

Infants have been shown to rely both on auditory and visual cues when processing speech. We investigated the impact of COVID-related changes, in particular of face masks, in early word segmentation abilities. Following up on our previous study demonstrating that, by 4 months, infants already segmented targets presented auditorily at utterance-edge position, and, using the same visual familiarization paradigm, 7–9-month-old infants performed an auditory and an audiovisual word segmentation experiment in two conditions: without and with an FFP2 face mask. Analysis (...) of acoustic and visual cues showed changes in face-masked speech affecting the amount, weight, and location of cues. Utterance-edge position displayed more salient cues than utterance-medial position, but the cues were attenuated in face-masked speech. Results revealed no evidence for segmentation, not even at edge position, regardless of mask condition and auditory or visual speech presentation. However, in the audiovisual experiment, infants attended more to the screen during the test trials when familiarized with without mask speech. Also, the infants attended more to the mouth and less to the eyes in without mask than with mask. In addition, evidence for an advantage of the utterance-edge position in emerging segmentation abilities was found. Thus, audiovisual information provided some support to developing word segmentation. We compared 7–9-monthers segmentation ability observed in the Butler and Frota pre-COVID study with the current auditory without mask data. Mean looking time for edge was significantly higher than unfamiliar in the pre-COVID study only. Measures of cognitive and language development obtained with the CSBS scales showed that the infants of the current study scored significantly lower than the same-age infants from the CSBS normative data. Our results suggest an overall effect of the pandemic on early segmentation abilities and language development, calling for longitudinal studies to determine how development proceeds. (shrink)

This study examines how multinational corporations (MNCs) from the retail sector deal with four challenges they face when adopting Corporate Social Responsibility (CSR) policies: the challenge of developing well-performing CSR projects and programs, building competitive advantages based on CSR, responding to local stakeholder issues in the host countries and learning from different CSR experiences on a worldwide basis. Based on in-depth case studies of two globally leading retail MNCs (with strong operations in Latin America), the concept of Transverse CSR Management (...) emerged. Transverse CSR Management is defined as a distinctive form of organizational configuration that crosses different functional areas, country operations, and the boundaries of the firm. In particular, this article makes three main contributions: (1) we identify four central challenges faced by MNC managers when developing their CSR strategies; (2) we propose the concept of Transverse CSR Management to face these central challenges (together, at the same time) and identify its key elements (top management, external stakeholders, functional areas, and country subsidiaries); and (3) we propose four mechanisms (hierarchical, relational, cultural, and collaborative) through which the concept of Transverse CSR Management can be implemented by practicing managers. This study provides valuable insights for MNC managers in headquarters and subsidiaries on the issues they need to address in order to successfully deal with the four CSRrelated challenges. (shrink)

Resumen Este artículo estudia desde una perspectiva sociolingüística una muestra de 14 novelas rosa inglesas que están ambientadas total o parcialmente en las islas Canarias. Las obras, que pertenecen a un corpus más amplio, están salpicadas, en mayor o menor medida, de palabras y expresiones en español, ya que algunos personajes son de habla hispana. El objetivo principal del trabajo es mostrar la conciencia sociolingüística de las autoras, mediante la identificación de los mecanismos que estas utilizan para recrear el contexto (...) bilingüe de las novelas y construir la identidad lingüística de los personajes. Tras un análisis cuantitativo y cualitativo de los textos, los datos obtenidos parecen confirmar la existencia de una conciencia sociolingüística que se expresa por medio de estrategias de representación, que incluyen el uso del metalenguaje y del cambio de código. Además, con los hispanismos recopilados aquí iniciaremos las labores de elaboración de un futuro glosario, lo que nos llevará a plantearnos el posible papel de este tipo de textos como canales para la difusión internacional del vocabulario español, dado su gran número de lectores en todo el mundo. (shrink)

There have two recent challenges to the orthodoxy that ‘X trusts Y to ø’ is the fundamental notion of trust. Domenicucci and Holton maintain that trust, like love and friendship, is fundamentally two-place. Paul Faulkner argues to the more radical conclusion that the one-place ‘X is trusting’ is explanatorily basic. I argue that ‘X trusts Y in domain D’ is the explanatorily basic notion. I make the case that only by thinking of trust as domain-specific can we make sense of (...) the relationships between trust and belief in goodwill, trust and distrust, and trust and trustworthiness. In addition, by modeling trust as essentially domain-specific we can account for the way in which wise trust in others is finely discriminating. (shrink)

Andrew Feenberg is an essential author in the field of philosophy of technology. His ideas are particularly relevant in revealing the political dimension of technology, be it shaping society or being shaped by society. However, current Feenberg’s reflection fails to consider the internal domain of technical disciplines more rigorously. Indeed, he usually stops his analysis in the border between lifeworld (where the democratizing mobilizations occur and new/different requirements or values arise) and the technical disciplines. To identify and overcome this failure, (...) I articulate some elements from Boaventura de Sousa Santos and Yuk Hui. I also present the example of three decolonial (or empowering) technical interventions, which illustrate: how what Santos and Hui theorize is already being developed by some technical interventions in the Global South, and the impacts of such interventions on the technical teams (and, through that, also on the technical disciplines). (shrink)

Psychological evidence suggests that laypeople understand the world around them in terms of intuitive ontologies which describe broad categories of objects in the world, such as ‘person’, ‘artefact’ and ‘animal’. However, because intuitive ontologies are the result of natural selection, they only need to be adaptive; this does not guarantee that the knowledge they provide is a genuine reflection of causal mechanisms in the world. As a result, science has parted ways with intuitive ontologies. Nevertheless, since the brain is evolved (...) to understand objects in the world according to these categories, we can expect that they continue to play a role in scientific understanding. Taking the case of human evolution, we explore relationships between intuitive ontological and scientific understanding. We show that intuitive ontologies not only shape intuitions on human evolution, but also guide the direction and topics of interest in its research programmes. Elucidating the relationships between intuitive ontologies and science may help us gain a clearer insight into scientific understanding. (shrink)

An inquiry into the current ways of knowing, their ramifications, and institutional and noninstitutional artistic practices that provide channels for education from below. Artistic Ecologies: New Compasses and Tools aims to both analyze and speculate about potentials of artistic ecologies, collective learning, and engaged pedagogies to engender new institutionalities. Going beyond tensions between individuals and institutions, Artistic Ecologies examines avenues for collective learning. If learning for life is emancipation—understood not just as a matter of power but of freedom—the essential question (...) that emerges is: What knowledge makes us free and how can institutions help produce it? In search of an answer, this publication’s textual and visual contributions explore sites and practices through which new institutionalities can emerge. Artistic Ecologies comprises essays analyzing current ways of knowing and their ramifications (Marina Garcés, Yayo Herrero and Pirate Care) and portraying alternative ways of forming knowledge through institutional and non-institutional artistic practices (DAAR—Decolonizing Architecture Art Research, Yael Davids, Max Jorge Hinderer Cruz, The Sensing Salon). Artistic contributions in various formats—poems, drawings, visual essays—by Luna Acosta, CAConrads, Eva Ďurovec, Teuta Gatolin, Margherita Isola, and Jammers illustrate heterodox channels for questioning the dominant forms of knowledge and educating from below. (shrink)

On the 24th June 2015, Feminist Legal Studies and the London School of Economics Law Department hosted an afternoon event with Professor Wendy Brown, Class of 1936 First Professor of Political Science, University of California. Professor Brown kindly agreed to discuss her scholarship on feminist theory, and its relationship to both the law and neoliberalism. The event included an interview by Dr Katie Cruz and a Q&A session, which are presented here in an edited version of the transcript. Sumi (...) Madhock, Professor of Gender Studies, LSE chaired the interview and discussion and introduced Professor Brown’s work. Katie Cruz asked Wendy Brown to reflect upon topics that span her scholarship and activism, including the state of critical, feminist, and Left approaches to rights, neoliberalism, despair and utopianism, and the future of feminist theory and practice in the context of neoliberalism and current debates about intersectionality. Participants in the discussion asked questions on a wide range of issues, including the limits of feminist engagement with law as a tool for social change, the dominance of neoliberalism, imperialist feminism, Islamophobia, secularism, and our attachment to the figure of homo politicus. (shrink)

What is the simulation theory? Arguments for simulation theory Simulation theory versus theory theory Simulation theory and cognitive science Versions of simulation theory A possible test of the simulation theory.

This article offers a novel reconstruction of Foucault’s methodology that emphasises his respect for the natural sciences. Foucault’s work has long been suspected of reducing knowledge to power, and thus collapsing into unconstrained relativism and methodological incoherence. These concerns are predicated on a misunderstanding of Foucault’s overall approach, which takes the form of a historico-critical project rather than a normative epistemology. However, Foucault does sometimes make normative epistemological judgements, especially about the human sciences. Furthermore, there are outstanding questions about what (...) secures the descriptive rigour of the genealogical method. To address these issues, I develop two claims that will significantly enrich our understanding of Foucault’s methodology. The first is that Foucault’s respect for the natural sciences is crucial in making sense of his normative epistemological judgements. The second is that the descriptive rigour of his genealogical method derives from the fact it is modelled on empirical inquiry. (shrink)

This study assessed the International Critical Thinking Essay Test (ICTET-A) for inter-rater reliability, internal reliability, and criterion validity. A self-selecting sample of participants (N = 100) completed the ICTET-A and a comparison test online. We found the ICTET-A items to have moderate to good levels of inter-rater reliability, and overall excellent inter-rater consistency for total test scores. The test had good internal reliability. There was a strong correlation between scores on the ICTET-A and the comparison test. Factor analysis showed that (...) scores were best explained with one factor, suggesting the test measures a single construct. The ICTET-A can therefore be considered a valid measure of critical thinking. Additionally, we propose a short form of the test. (shrink)

When engaging in verbal communication, we do not simply use language to dispense information, but also to perform a plethora of actions, some of which depend on conventionalised, recurrent linguistic structures. Additionally, we must be skilled enough to arrive at the speaker’s intended meaning. However, speakers’ performance may deviate from certain habits and expectations concerning the way of speaking or accomplishing actions, while various factors may hinder comprehension, which may give rise to misappraisals of their respective abilities and capacities as (...) competent language users. This paper discusses whether such misappraisals may be subsumed by any of the already identified types of epistemic injustice and proposes a new label for them. It also describes the consequences of those misappraisals and approaches their origins from a cognitive perspective. (shrink)

In making the case that “rationalization is rational,” Cushman downplays its signature liability: Rationalization exposes a person to the hazard of delusion and self-sabotage. In paradigm cases, rationalization undermines instrumental rationality by introducing inaccuracies into the representational map required for planning and effective agency.

Two stages of the creative writing process were characterized through mobile scalp electroencephalography in a 16-week creative writing workshop. Portable dry EEG systems with synchronized head acceleration, video recordings, and journal entries, recorded mobile brain-body activity of Spanish heritage students. Each student's brain-body activity was recorded as they experienced spaces in Houston, Texas, and while they worked on their creative texts. We used Generalized Partial Directed Coherence to compare the functional connectivity among both stages. There was a trend of higher (...) gPDC in the Preparation stage from right temporo-parietal to left anterior-frontal brain scalp areas within 1–50 Hz, not reaching statistical significance. The opposite directionality was found for the Generation stage, with statistical significant differences restricted to the delta band. There was statistically higher gPDC observed for the inter-hemispheric connections AF07–AF08 in the delta and theta bands, and AF08 to TP09 in the alpha and beta bands. The left anterior-frontal recordings showed higher power localized to the gamma band for the Generation stage. An ancillary analysis of Sample Entropy did not show significant difference. The information transfer from anterior-frontal to temporal-parietal areas of the scalp may reflect multisensory interpretation during the Preparation stage, while brain signals originating at temporal-parietal toward frontal locations during the Generation stage may reflect the final decision making process to translate the multisensory experience into a creative text. (shrink)

Resumo O objetivo principal do presente estudo é identificar o tempo como o critério de verificação da possibilidade de um discurso filosófico, isto é, de uma possibilidade discursiva ser capaz de falar adequadamente acerca das palavras fundamentais. Para tanto, interessará mostrar como o tempo é o elemento vinculador das condições de possibilidade do enunciado em geral e como este se fundamenta na estrutura imprópria da temporalidade. Tal prerrogativa é o que inviabiliza o enunciado tratar adequadamente qualquer palavra fundamental. Caberá, então, (...) afirmar que somente uma possibilidade discursiva que se fundamente na estrutura própria da temporalidade poderá ter um acesso adequado às palavras fundamentais.The main objective of the present study is to identify time as the criterion of verification of the possibility of a philosophical discourse, that is, of a discursive possibility to be able to speak adequately about the fundamental words. For this, it will be interesting to show how time is the linking element of the conditions of possibility of the statement in general and how it is based on the improper structure of temporality. Such prerogative is what makes the predication impossible to adequately treat any fundamental word. It must then be said that only a discursive possibility based on the structure of temporality can have adequate access to the fundamental words. (shrink)

This short article provides an introduction to a special section, consisting of six papers on human evolution and the imago Dei. These papers are the result of dialogue between theologians and philosophers of religion at the University of Oxford and the Catholic University of Leuven. All contributors focus on the imago Dei, and consider how this theological notion can be understood from an evolutionary perspective, looking at a variety of disciplines, including the psychology of reasoning, cognitive science of religion, paleoanthropology, (...) evolutionary psychology, and evolutionary ethics. (shrink)

The present study aims to understand how temporality is the condition of possibility of that understanding-of-being which understands beings as present-at-hand. To do so, we will try to present an outline of the structure of temporality developed by Heidegger in Being and Time and in The Basic Problems of Phenomenology. The exposition of such a structure will then allow us to show how presentness—and therefore the entity that has this mode of being—can only come to the fore in a present.

Resumo: O ingresso de estudantes surdos no ensino superior tem ampliado nos últimos anos, e com isso, a inclusão desses estudantes, passa a ser um desafio. Nesse sentido, objetivamos neste estudo analisar a sua inclusão no ensino superior em Portugal. O estudo compreende a trajetória de três estudantes surdos vinculados a duas instituições de ensino superior, e cuja comunicação se estabelece pela Língua Portuguesa. Como forma de levantamento de dados, foram realizadas entrevistas semiestruradas, nas modalidades presencial e por videoconferência. Salientamos (...) que a escolha pela língua oral utilizada durante a entrevista foi dos estudantes, uma vez que estes alunos utilizam na maior parte do seu tempo a Língua Portuguesa, na sua vertente oral e escrita. Os resultados apontam para a importância de repensar a oferta de ensino permeado pela presença da Língua Gestual Portuguesa (LGP) nas atividades acadêmicas tendo em conta as principais necessidades apontadas pelos estudantes que participaram neste estudo: a) presença do intérprete de LGP nas salas de aula; b) colaboração dos professores da educação superior; c) interações sociais na universidade, e d) inclusão de estudantes surdos, o que demonstra a importância de repensar as práticas inclusivas para estudantes universitários surdos nas Instituições que frequentam. Palavras-chave: Ensino Superior; Estudantes surdos; Inclusão. Deaf students in Higher Education in Portugal - a reflection on inclusion Abstract: The enrollment of deaf students in higher education has increased in recent years, and with that, the inclusion of these students, becomes a challenge. In this sense, we aim in this study to analyze its inclusion in higher education in Portugal. The study comprises the trajectory of three deaf students linked to two higher education institutions, and whose communication is established by the Portuguese Language. For data collection, semi-structured interviews were conducted, in person and by video conference. We emphasize that the choice of the oral language used during the interview was of the students, since these students use most of their time the Portuguese language, in its oral and written components. The results point to the importance of rethinking the teaching offer permeated by the presence of the Portuguese Sign Language (PSL) in academic activities taking into account the main needs pointed out by the students who participated in this study: a) presence of the PSL interpreter in the classroom; b) collaboration of higher education teachers; c) social interactions at the university, and d) inclusion of deaf students, which demonstrates the importance of rethinking inclusive practices for deaf students in the Institutions they attend. Keywords: Higher Education; Deaf students; Inclusion. Estudiantes sordos en Educación Superior en Portugal - una reflexión sobre su inclusión Resumen: La matrícula de estudiantes sordos en la educación superior se ha incrementado en los últimos años, y con ello, la inclusión de estos estudiantes, se convierte en un desafío. En este sentido, nuestro objetivo en este estudio es analizar su inclusión en la educación superior en Portugal. El estudio comprende la trayectoria de tres estudiantes sordos vinculados a dos instituciones de educación superior, cuya comunicación está establecida por la lengua portuguesa. Como medio de recopilación de datos, se realizaron entrevistas semiestructuradas, en persona y por videoconferencia. Destacamos que la elección del idioma portugués utilizado durante la entrevista fue de los estudiantes, ya que estos estudiantes utilizan la mayor parte de su tiempo el idioma portugués, en sus aspectos oral y escrito. Los resultados apuntan a la importancia de repensar la oferta docente permeada por la presencia de la Lengua de Signos Portuguesa (LSP) en las actividades académicas teniendo en cuenta las principales necesidades señaladas por los estudiantes que participaron en este estudio: a) presencia del intérprete LSP en las aulas; b) colaboración de profesores de educación superior; c) interacciones sociales en la universidad, y d) inclusión de estudiantes sordos, lo que demuestra la importancia de repensar las prácticas inclusivas para los estudiantes universitarios sordos en las Instituciones a las que asisten. Palabras clave: Educación superior; Estudiantes sordos; Inclusión. Data de registro: 15/04/2021 Data de aceite: 01/12/2021. (shrink)

Arguably, STEM undergraduate education has narrowed student engagement with the social, ethical, and global. Our paper argues that disengagement is caused by a failure of moral imagination. We propose socio-technical analysis as the cornerstone to a more inclusive approach to STEM education. It promotes four activities: (1) zooming in on technologies by describing their structure, function, and embedded values; (2) zooming out to the surrounding socio-technical system which constrains and enables the technology’s functioning; (3) moving back-and-forth through Appropriate Technology to (...) assess the fit of the technology to its socio-technical surroundings; and (4) using the capability approach to finish the (re)engagement process. We then look at graduate and undergraduate student work that has successfully used our framework to combat disengagement and conclude by discussing materials we have used to assess student engagement. (shrink)

The relationship between language and conceptual thought is an unresolved problem in both philosophy and psychology. It remains unclear whether linguistic structure plays a role in our cognitive processes. This special issue brings together cognitive scientists and philosophers to focus on the role of language in numerical cognition: because of their universality and variability across languages, number words can serve as a fruitful test case to investigate claims of linguistic relativism.

What do philosophers think about arguments for the existence of God? To find out, I launched a survey among professional philosophers. This is a short summary of the results.

Let me begin by saying that I am sympathetic to the simulation theory, especially where it is conceived of as a crucial and central addition alongside the theory-theory as the explanation of our capacity to attribute mental states, rather than as an exclusive and exhaustive account by itself.1 I part company with Professor Stueber, however, in that I view the recent simulation theory/theory- theory controversy as subject to resolution primarily through empirical findings. Still, it cannot be denied that Stueber has (...) helped to crystallize elements of the simulation theory/theory-theory debate that have been lurking all along, and has illuminated an important avenue of inquiry into the status of simulation. (shrink)

El presente trabajo parte de la pregunta por la responsabilidad como pregunta clave para acceder a la inteligibilidad de la acción desde una nueva perspectiva. La pregunta por la responsabilidad, al descomponerse en varias subpreguntas, deja ver las diferentes dimensiones, o los diferentes frentes discursivos articulados alrededor del concepto. Centrándose en la subpregunta ¿de qué se es responsable?, el trabajo propone cambiar el modelo o figura de referencia bajo el que solemos representamos la acción, en la confianza de que ello (...) permita visualizar más eficazmente la especificidad de la responsabilidad, esto es, mostrar sus similitudes y sus diferencias con otros conceptos. (shrink)

From a hermeneutical position, the article examines why tension is created between «method» on one hand and circularity on the other. The latter, being unity as well, is the foundation of natural hermeneutics of which it has been said that to be human is to interpret. With this purpose in view, the author has sought to restore to essential Greek terms their archaic meaning which centuries of vernacular usage have rendered blurry, finding that, in accordance with the Greek symbolon, man's (...) conscience of «I am Here and Now» is symbolic unity, viz. a strained unity in search of The Superior Unity that makes him Methodos, Circle, His Own Future, and Metaphysics. (shrink)

El presente artículo tiene por objetivo llevar al campo de las prácticas de investigación el debate respecto a cómo considerar al conocimiento en las claves objetividad/subjetividad, más aún cuando las temáticas a trabajar implican directamente al investigador. En particular, se centrará en el plant..

A partir del aforismo de Nietzsche, según el cual “el signo de la libertad lograda es no avergonzarse ya ante uno mismo”, se propone enfocar la vergüenza no sólo desde el plano psicológico, sino también del moral; pero antes el autor exige un análisis fenomenológico y ontológico de la vergüenza. Valorando en sus justos términos algunas exposiciones modernas, como las de Straus, Scheler y Bollnow, expone lo que él llama “vergüenza trascendental”, fundamento de todo ulterior examen psicológico o moral de (...) la vergüenza. (shrink)

The early modern period in Western philosophy is the source of many of our most powerful and seductive intellectual commitments. While we may disagree with philosophers of this period, the terms of philosophical inquiry and our standards of rational argumentation are in part derived from the work of Descartes, Leibniz, Locke, Berkeley, Hume and Kant. For this reason, we will pursue a rigorous and sustained introduction to this episode of human intellectual history. We will cover topics in Metaphysics, Epistemology and (...) Philosophy of Mind. (shrink)

El presente ensayo se mueve bajo dosperspectivas: de un lado, la discusión queFoucault presenta en torno al lenguajecomo acción, como acto peligroso, es eldiscurso como experiencia límite del otro,lenguaje que se expresa y del que no sees dueño, lenguaje que se desdobla ydesliza sobre sí mismo bajo sus propiostrazos; de otro lado, se esbozan puntossobre la genealogía del poder en losdiversos dominios de saber en relacionesde fuerza y políticas. Es pues, el panópticoque ’vigila y castiga’ como poder – saber.This paper (...) addresses two perspectives: on one side, Foucault’s discussion of language as action, that shows discourseas a dangerous act, and speech as a borderline experience of the other,language that is expressed and is notowned by anyone, language that unfolds and slips onto itself under its own lines.On the other side, it gives a sketch of some points from the genealogy of power invarious domains of knowledge, and political and power relationships. It is then, the panoptical that watches over andpunish as power-knowledge. (shrink)

Cognitive science is the interdisciplinary study of minds and intelligent behavior in human beings and animals. The challenge of integrating a study of the mind with a scientific world view has only recently attracted sustained effort. In this course, we will examine the various scientific methodologies that have been brought to bear to uncover the nature of the mind. We will critically assess the data and theoretical results that define contemporary cognitive science. Beyond the results of experiments and the theories (...) that are based on them, cognitive science proposes that there is an underlying framework that unifies the diverse methodologies we appeal to. We seek to understand this foundation. (shrink)

Let me begin by signaling my enthusiasm both for the specific case offered by Cummins et al. against teleosemantics and for the overall framework from which this work derives. If the first approximation of the idea is that there will be material implicit in a representation that can be exploited by a cognitive agent that later acquires the right abilities to extract this material, and if this material looks a great deal like content, then the teleosemanticist will find accommodating it (...) challenging. Moreover, the distinction between representation and indication is intriguing and important, and the discussion of structural transformation and isomorphism is illuminating. While Cummins has been urging these themes for some time now, it seems to me that they have not been sufficiently appreciated in the literature. (shrink)

For a medieval thinker, in addition to positive law, there is another more fundamental law which is known by analyzing our own rational nature and our ultimate end. In this monographic issue, the nature and reach of the natural law will be studied in various medieval authors (St. Augustine, Alcuin of York, Philip the Chancellor, William of Auxerre, St. Bonaventure, St. Thomas Aquinas, John Duns Scotus and William of Ockham).

There is a long tradition in philosophy where philosophers attend to the nature, limits, and aspirations of science in general. The increased specialization of scientists themselves, however, has precipitated a parallel development in the philosophy of science. Thus, in addition to general philosophy of science research, it is now common to find philosophers investigating the foundations of particular sciences. Three sciences — physics, biology, and psychology — have received the most attention, as the philosophical issues within these fields have crystallized (...) in a particularly challenging and intriguing way. This is a course in the philosophy of psychology. The aim is not to tell psychologists how to conduct their research, but rather to situate psychology within the wider fabric of intellectual inquiry. (shrink)