This book develops a philosophical analysis of economic reality and economic science from an Aristotelian point of view. It is the result of many years of thinking and philosophical study about these topics. It differs from other philosophy of economics books as it also deals with economic reality (not only the science) and approaches its subject from an Aristotelian perspective. It differs from other Aristotelian studies about economics as it covers the whole of philosophy of the economy. This book argues (...) why Aristotle's thinking guarantees an appropriate interdisciplinary synthesis. (shrink)

In this chapter, Ricardo Silvestre and Alan Herbert offer a reconstruction of the Gītā’s concept of God with a focus on the relationship between God and the world. They try to explain the claim that the Gītā is panentheistic. This is done with the help of some key notions of contemporary metaphysics (such as ontological dependence and fundamentality) along with the Indic notion of prakṛti, considered as a metaphysical primitive denoting the intimate relationship that exists between matter and conscious (...) living beings on the one hand, and God on the other. (shrink)

The use of new paradigms of false belief tasks allowed to reduce the age of children who pass the test from the previous 4 years in the standard version to only 15 months or even a striking 6 months in the nonverbal modification. These results are often taken as evidence that infants already possess an—at least implicit—theory of mind. We criticize this inferential leap on the grounds that inferring a ToM from the predictive success on a false belief task requires (...) to assume as premise that a belief reasoning is a necessary condition for correct action prediction. It is argued that the FBT does not satisfactorily constrain the predictive means, leaving room for the use of belief-independent inferences. These heuristics, when applied to the FBT, can achieve the same predictive success of a belief-based inference because information provided by the test stimulus allows the recognition of particular situations that can be subsumed by their ‘laws’. Instead of solving this issue by designing a single experimentum crucis that would render unfeasible the use of non-representational inferences, we suggest the application of a set of tests in which, although individually they can support inferences dissociated from a ToM, only an inference that makes use of false beliefs is able to correctly predict all the outcomes. (shrink)

L'unique bain public à Délos, probablement installé peu avant 88 av. J.-C. dans une maison du Quarter du théâtre, n'a jamais été pris en compte, bien qu'il ait été identifié deux fois dans la littérature. Cette première étude détaillée du bain comprend une analyse systématique des installations balnéaires, de l'équipement technique et du décor, suivie de la reconstruction du programme balnéaire, de réflexions sur la fonction et l'utilisation de la maison tout entière, enfin d'une comparaison avec toutes les installations balnéaires (...) de Délos et avec les bains publics grecs de la Méditerranée. Le bain public de Délos présente des éléments architecturaux et du mobilier en marbre, il comprend trois grands bassins à sièges pour les douches chaudes, trois bassins profonds pour les bains d'immersion froids et plusieurs salles luxueuses et multifonctionnelles. Les formes spécifiques des bains, la capacité réduite et la richesse du décor de cet établissement prouvent qu'il est unique dans le contexte délien et parmi les bains publics grecs de la Méditerranée. (shrink)

L'histoire du sanctuaire de l'« Établissement des Poseidoniastes de Bérytos » à Délos continue de faire l'objet de discussions, notamment à propos du nombre et de la succession des phases, ainsi que de la fonction des quatre celhe. L'auteur, à la faveur d'un réexamen du bâtiment, propose une nouvelle lecture de l'histoire de la construction. Ainsi, lors de l'agrandissement du sanctuaire dans la deuxième phase, aucune des pièces de la première phase, à savoir deux cellae pour les theoi patrioi de (...) l'association et une pièce secondaire, n'est demeurée inchangée. Trois pièces du nouveau sanctuaire abritaient le culte de la déesse Rome et des theoi patrioi, la quatrième faisant office de pièce secondaire (« sacristie »). Les quatre pièces ont subi une deuxième transformation : renouvellement des pavements, des bases des statues et des images de culte. Il est désormais certain que la statue de Rome et sa base n'ont pas été dressées dans la cella originelle, mais seulement dans celle de la troi- sième phase. Contrairement à l'opinion en vigueur jusqu'à présent, on ne peut pas prouver que la statue et sa base — dont on propose ici une nouvelle reconstitution — furent détruites (en 88 av. J.-C. par les troupes de Mithridate hostiles à Rome), ni qu'elles furent réparées. (shrink)

Dans cet article est discutée l'hypothèse récente selon laquelle un type de maison attesté jusqu'ici à partir de l'époque hellénistique à Délos pourrait remonter à l'époque classique (Ve s. av. J.-C.) : maison simple, allongée, organisée autour d'une cour sur laquelle s'ouvre, à l'arrière, un ensemble caractéristique de deux ou trois pièces (oecus maior et annexe[s]) et souvent dotée, en façade, d'un vestibule et de pièces de service. On propose un réexamen de la maison Ο dans l'îlot III du Quartier (...) du théâtre, qui sert de preuve à cette hypothèse. À la base des murs visibles, quatre phases sont distinguées : ce n'est que dans la deuxième phase que la maison examinée ici a été construite, intégrant des murs préexistants de l'époque classique (première phase) ; elle fait partie du premier « programme urbanis- tique » attesté dans ce quartier et ne peut remonter avant la construction du théâtre au IIIe siècle av. J.-C. Après une transformation avec embellissement (troisième phase), au cours de laquelle ont été ajoutées des latrines, des pièces additionnelles et une colonnade, une huilerie a été installée dans la maison au début du Ier siècle av. J.-C. (quatrième phase). (shrink)

Name der Zeitschrift: Klio Jahrgang: 100 Heft: 2 Seiten: 529-533.

¿Ciencias sociales o ciencias de la sociedad? -- La adquisición e intercambio de conocimiento -- La formación y evolución del lenguaje -- La formación de valores, moral y costumbre -- Bases metodológicas para el estudio histórico de los fenómenos sociales -- Cooperación social y gobierno.

Any plausibly just market exchange must balance two conflicting moral considerations: non-worseness (Wertheimer, 1999) and euvoluntariness (true voluntariness; Munger, 2011). We propose an analytical theory of just market exchange that partly resolves this conflict.

Is it possible to combine different logics into a coherent system with the goal of applying it to specific problems so that it sheds some light on foundational aspects of those logics? These are two of the most basic issues of combining logics. Paranormal modal logic is a combination of paraconsistent logic and modal logic. In this paper, I propose two further combinatory developments, focusing on each one of these two issues. On the foundational side, I combine paranormal modal logic (...) with normal modal logic, resulting into a paraconsistent and paracomplete multimodal logic dealing with the notions of plausibility and certainty. On the application side, I combine this logic with Reiter’s default logic, resulting into an inductive and consequently nonmonotonic paraconsistent and paracomplete logic able to represent some key inductive principles. (shrink)

Este trabajo describe la vida y escritos de L. Polo hasta 1996. A los 25 años descubrió su método de pensamiento: el abandono del limite mental. Vivió en Madrid, Roma, Granada y Pamplona. Amante de la verdad y de la libertad personal. Entre sus obras más profundas se encuentran las que componen su Curso de teoría del conocimiento y su Antropología trascendental.

We uncover fundamental dimensions of the process through which organizations embed the practice of fraternity through embarking on an organizational journey in the direction of the common good. Building on the latest encyclical of Pope Francis, _Fratelli Tutti_, about fraternal and social friendship, we offer insight into the understanding of what it means to become a fraternal organization and reflect on the key ethical and paradoxical challenges for organizations aiming at collectively contributing to the common good. We add to previous (...) work by characterizing this journey as a process involving unique ethical challenges that emerge from the paradoxes associated with this process and how this might change the nature of the relationships between organizations and others within the organizational landscape. (shrink)

Anchors and ghosts -- Making sense -- The anxiety of evidence -- The wheat and the chaff -- Sedation or seduction?.

Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we suggest that a fundamental issue has received insufficient exploration: the fact that in science, we don’t just use math, we make meaning with it in (...) a different way than mathematicians do. In this reflective essay, we explore math as a language and consider the language of math in physics through the lens of cognitive linguistics. We begin by offering a number of examples that show how the use of math in physics differs from the use of math as typically found in math classes. We then explore basic concepts in cognitive semantics to show how humans make meaning with language in general. The critical elements are the roles of embodied cognition and interpretation in context. Then, we show how a theoretical framework commonly used in physics education research, resources, is coherent with and extends the ideas of cognitive semantics by connecting embodiment to phenomenological primitives and contextual interpretation to the dynamics of meaning-making with conceptual resources, epistemological resources, and affect. We present these ideas with illustrative case studies of students working on physics problems with math and demonstrate the dynamical nature of student reasoning with math in physics. We conclude with some thoughts about the implications for instruction. (shrink)

This collection of new essays by an international group of scholars closely examine the works of Aristotle's Organon. The Organon is the general title given to the collection of Aristotle's logical works: Categories, De Interpretatione, Prior Analytics, Posterior Analytics, Topics and Sophistical Refutations. This extremely influential collection gave Aristotle the reputation of being the founder of logic, and has helped shaped the development of logic for over two millennia. The chapters in this volume cover topics pertaining to each of the (...) six works traditionally included in the Organon as well as its manuscript tradition. In addition, a comprehensive introduction by the editors discusses Aristotle and logic, the composition and order of the Organon, and the authenticity, title, and chronology of the treatises that make up these works New Essays on Aristotle's Organon offers a valuable insight into this collection for students and scholars working on Aristotle, the works of the Organon, or the philosophy of logic more broadly. (shrink)

El concepto de acción -- Teoría y lógica de las normas -- Los predicados jurídicos y su base empírica -- La identificación del fenómeno jurídico -- Lagunas y criterios de decisión -- La revolución informático-jurídica -- Secuencias y niveles en el sistema normativo -- Ciencia jurídica e irracionalismo.

From Homeric heroes, Lucifer and Faust to the phenomenology of individual and social emotions, this book unfolds historical dimensions, literary recreations and philosophical analyses of the most ambivalent emotion of pride, from worst of sins to noblest feeling.

For more than a century the notion of a pre-established harmony between the mathematical and physical sciences has played an important role not only in the rhetoric of mathematicians and theoretical physicists, but also as a doctrine guiding much of their research. Strongly mathematized branches of physics, such as the vortex theory of atoms popular in Victorian Britain, were not unknown in the nineteenth century, but it was only in the environment of fin-de-siècle Germany that the idea of a pre-established (...) harmony really took off and became part of the mathematicians’ ideology. Important historical figures were in this respect David Hilbert, Hermann Minkowski and, somewhat later, Albert Einstein. Roughly similar ideas can be found also among British theorists, among whom Arthur Eddington, Arthur Milne, and Paul Dirac are singled out. Although largely limited to the period 1870–1940, the paper also considers Max Tegmark’s recent hypothesis of the universe being a one-to-one reflection of mathematical structures. (shrink)

In physics education, equations are commonly seen as calculation tools to solve problems or as concise descriptions of experimental regularities. In physical science, however, equations often play a much more important role associated with the formulation of theories to provide explanations for physical phenomena. In order to overcome this inconsistency, one crucial step is to improve physics teacher education. In this work, we describe the structure of a course that was given to physics teacher students at the end of their (...) master’s degree in two European universities. The course had two main goals: To investigate the complex interplay between physics and mathematics from a historical and philosophical perspective and To expand students’ repertoire of explanations regarding possible ways to derive certain school-relevant equations. A qualitative analysis on a case study basis was conducted to investigate the learning outcomes of the course. Here, we focus on the comparative analysis of two students who had considerably different views of the math-physics interplay in the beginning of the course. Our general results point to important changes on some of the students’ views on the role of mathematics in physics, an increase in the participants’ awareness of the difficulties faced by learners to understand physics equations and a broadening in the students’ repertoire to answer “Why?” questions formulated to equations. Based on this analysis, further implications for physics teacher education are derived. (shrink)