This article presents three extracts from the introductory course in mathematical logic that Gödel gave at the University of Notre Dame in 1939. The lectures include a few digressions, which give insight into Gödel's views on logic prior to his philosophical papers of the 1940s. The first extract is Gödel's first lecture. It gives the flavour of Gödel's leisurely style in this course. It also includes a curious definition of logic and a discussion of implication in logic and natural language. (...) The second extract is a discussion on undecidability and on Leibniz. The third extract concerns the paradoxes and Russell's theory of types. (shrink)

Epistemologists often describe subjects as being capable of adopting a third kind of categorical doxastic stance regarding whether something is the case, besides belief and disbelief. They deploy a variety of idioms in order to ascribe that stance. In this paper, I flesh out the properties that the third kind of categorical stance is supposed to have and start searching for the best ways to ascribe it. The idioms ‘suspends judgment about whether’ and ‘is agnostic about whether’, among others, are (...) found to be unfit to play the desired role. In the end, I suggest that ‘is in doubt as to whether’ is our best choice among the alternatives surveyed here. (shrink)

This paper is a discussion of Gödel's arguments for a Platonistic conception of mathematical objects. I review the arguments that Gödel offers in different papers, and compare them to unpublished material (from Gödel's Nachlass). My claim is that Gödel's later arguments simply intend to establish that mathematical knowledge cannot be accounted for by a reflexive analysis of our mental acts. In other words, there is at the basis of mathematics some data whose constitution cannot be explained by introspective analysis. This (...) does not mean that mathematics is independent of the human mind, but only that it is independent of our ?conscious acts and decisions?, to use Gödel's own words. Mathematical objects may then have been created by the human mind, but if so, the process of creation cannot be completely analysed and re-enacted. Such a thesis is weaker than some of the statements that Gödel made about his conceptual realism. However, there is evidence that Gödel seriously considered this weak thesis, or a position depending only on this weak thesis. He also criticized Husserl's Phenomenology from this point of view. (shrink)

La vie ordinaire efface le temps perdu : il faut travailler pour vivre, et pour que l'ordre social se maintienne. Perdre son temps devient alors une forme de sabotage. Raison pour laquelle nous ne parlons pas de ce temps que nous perdons ; raison pour laquelle aussi le langage ordinaire se prête mal à décrire le temps perdu. On risque donc ici un éloge de l'inactivité. En faisant redécouvrir plusieurs façons de perdre son temps : la mélancolie, le divertissement, la (...) panne, la procrastination, la flânerie, l'ennui, la rêverie, la cigarette... Mais en constatant également que toutes ces expériences ne sont pas celles de ce temps "volé", "dérobé", "tué" que définit plus précisément le verbe traîner. Ceux qui traînent : les passants dans un cimetière, certains personnages d'Aragon ou de Queneau, M Hulot détraquant l'ordre des vacances, les passagers d'un RER stoppé par la neige, l'internaute soudain débranché. Ces moments étranges - où Pascal, lui, pariait sur Dieu - sont autant d'expériences de pensée. Car philosophe est celui qui ne craint pas de rater son train. (shrink)

Comment s'est inventé le bord de mer? Avec quelles figures historiques, quels rituels sociaux, quelle littérature? Quel est le sens de cette construction? Et comment la décrire? Car les concepts usuels de la métaphysique sont essentiellement terrestres et sont inadéquats pour traduire le mouvant, le fluctuant, le sans sol. Il faut les y faire jouer à contre-emploi ou les détourner pour les rattacher à ce milieu particulier qu'est la plage. Aussi le bord de mer semble appeler une autre métaphysique, qui (...) reste à élaborer. Un livre polyphonique, construit par fragments, où chacun peut entrer comme il veut, à la saison de son choix, en fonction de son humeur ou de ses goûts, comme on peut passer un week-end à la mer en hiver, ou y rester tout un mois l'été. S'entrecroisent des récits, des scènes de plage, des souvenirs d'enfance ou le portrait de personnages singuliers, avec l'analyse de textes littéraires et des réflexions proprement philosophiques sur les concepts et le statut de la métaphysique. Ces fragments s'organisent en une chronique retraçant une année au bord de la mer. Une histoire des bords de mer, ou comment un territoire du vide est devenu un petit paradis. Une autre manière de faire de la philosophie. (shrink)

Rousseau et l'exegese biblique du XVIIIe siecle -- Des pratiques bibliques du XVIIIe siecle a la lecture-consolation de Rousseau -- Intertextualite biblique dans l'ouvre de Rousseau -- Intertexte biblique et representation de soi -- Le Levite d'Ephraim : reecriture biblique -- Schemes de la pensee du religieux -- Ouvre de doctrine : la lettre a Christophe de Beaumont -- Etre Chretien de Jacques : les lettres ecrites de La Montagne.

Charles Peirce did not seem to have a consistent view regarding ethics. His occasional remarks on this subject appear to be contradictory at best and cynical at worst. As a result, many have suggested that his comments on ethics, especially those expressed in the 1898 Cambridge Conference lectures, should be dismissed or ignored. This chapter argues that Peirce's views on ethics can be best understood by comparing them to his views on scholastic realism and nominalism. When analyzed in this way, (...) Peirce's observations on ethics can serve as the grounds for a robust moderate moral realism that can compare favorably with contemporary metaethical theories. (shrink)

abstractBackground: Evidence shows both a tendency for research participants to conflate research and clinical care and a limited public understanding of research. Conflation of research and care by participants is often referred to as the therapeutic misconception. Despite this evidence, few studies have explicitly asked participants, and especially minors, to explain what they think research is and how they think it differs from regular medical care. Methods: As part of a longer semistructured interview evaluating assent and parental permission for research, (...) adolescent research participants (n = 177), including adolescents with illnesses and healthy volunteers, and their parents (n = 177) were asked to describe medical research in their own words and say whether and how they thought being in medical research was different from seeing a regular doctor. Qualitative responses were coded and themes were identified through an iterative process. Results: When asked to describe medical research, the majority described research in terms of its goals of helping to advance science, develop treatments and medicines, and help others; fewer described research as having the goal of helping particular research participants, and fewer still in terms of the methods used in research. The majority of teen and parent respondents said being in research is different than seeing a regular doctor and explained this by describing different goals, different or more procedures, differences in the engagement of the doctors/researchers, and differences in logistics. Conclusions: Adolescents participating in clinical research and their parents generally describe medical research in terms of its goals of advancing science and finding new medicines and treatments, sometimes in combination with helping the enrolled individuals. The majority perceive a difference between research and regular medical care and described these differences in various ways. Further exploration is warranted about how such perceived differences matter to participants and how this understanding could be used to enhance informed consent and the overall research experience. (shrink)

This work develops the ethical attitude of courageous vulnerability through the integration of the phenomenon of involuntary memory in Marcel Proust's work and ...

While the concept of adaptive preferences is an important tool for criticizing injustice, it is often claimed that using the concept involves showing disrespect for persons judged to have adaptive preferences. In this paper, I propose an account of adaptive preferences that does the relevant political work while still showing persons two centrally important kinds of respect. My account is based in what I call an indirect substantive account of autonomy, which places substantive requirements on the options available to a (...) person, rather than on the option that she ultimately prefers. This allows us to pinpoint cases in which a person's circumstances have rendered her insufficiently autonomous, without saying that any conception of the good must be non-autonomous tout court. (shrink)

Pedagogy of Life takes its readers through the echoing stories of the half-century, historical Cultural Revolution of China to the literate lifeworld today. Rosa Hong Chen offers a gripping array of personal and kindred stories woven into the power of words and empathy of art through the volutes of writing and dancing for life, expressing genera of warm melancholy, weighty sensations, compulsive sobs, and refrained elation. It is for the existential history of individual lives and communal sharing that life (...) creates a pedagogical condition of possible experiences. Life itself forms a historical and social path of human growth and maturation. In a philosophical and educational autoethnographical inquiry, the author examines the nature of literacy for those marginalized and oppressed; Chen explores how one's name and the ways in which that name is used affect a person's self-knowing and knowing of the world. This book exemplifies the idea that individuals' autobiographical stories are importantly connected to wider cultural, political, and social meaning and understanding. Pedagogy of Life echoes readers' musings, affects, relations, imagination, choice, learning, teaching, and much more, because we, each and all, have our own names, ways of uttering, writing, and dancing, and, ultimately, our own ways of living, knowing, and becoming. (shrink)

With its emphasis on indeterminacy, ambiguity, uncertainty, and chance, contingentism depicts normativity as one of our human practical possibilities rather than as a metaphysical bottleneck which we should necessary fulfill at the cost of repudiating concrete ways in which we grant epistemic and ethical meaning to our activities. Richard McKay Rorty's "neo-pragmatism" launched a powerful challenge to entrenched philosophical and pre-philosophical certainties of modernity, allowing us to articulate the powerful picture of normativity as a distinctive exercise and activity of human (...) beings. The book is a critical survey of his philosophy, in the light of various theoretical arguments as well as of his own resourceful attempts to renew philosophy from within its practice by using the conceptual tools and argumentative techniques of both analytic philosophy and pragmatism. (shrink)

In this paper, I argue for the counter-intuitive conclusion that the same adaptive preference can be both prudentially good and prudentially bad for its holder: that is, it can be prudentially objectionable from one temporal perspective, but prudentially unobjectionable from another. Given the possibility of transformative experiences, there is an important sense in which even worrisome adaptive preferences can be prudentially good for us. That is, if transformative experiences lead us to develop adaptive preferences, then their objects can become prudentially (...) better for our actual selves than the objects of their non-adaptive alternatives would now be. I also argue, however, that the same worrisome adaptive preferences might still be prospectively prudentially objectionable: that is, our pre-transformation selves might be prudentially better off undergoing a non-adaptive alternative transformative experience instead. I argue that both claims hold across the range of the most broadly-defended accounts of well-being in the literature. (shrink)

Este artigo tem por objetivo geral investigar, numa perspectiva foucaultiana, as relações entre governo e subjetividade, através das artes de governar e a constituição do Estado moderno. Nessa tarefa, consideramos os cursos ministrados por Foucault, Segurança, Território, População e O nascimento da biopolítica, para tratar da presença do poder pastoral na constituição da governamentalidade. O objetivo específico é investigar outras possibilidades de organização social, associados a princípios democráticos, como solidariedade e autogestão em oposição aos efeitos gerados pelo neoliberalismo, com a (...) generalização dos valores mercadológicos nas condutas individuais e coletivas. Em nossa hipótese, consideramos a perspectiva anarquista como o contraponto vital na produção de outras formas de vida social e política, para além dos princípios exclusivamente econômicos. Neste ponto, apresentamos conceitos básicos dos valores anarquistas, como a ideia autogestão, apoio mútuo, a ideia de liberdade, encontrados em Bakunin, Kropotkin e Goldman, e a possibilidade de um pensamento sobre resistências e práticas no presente conforme as reflexões de Rago. Passamos também por uma crítica ao modelo de organização social e à própria ideia de democracia, a partir dos apontamentos de Graeber em Um projeto de democracia. Por fim, nosso esforço visa refletir sobre as possibilidades de um mundo outro, a partir de uma perspectiva que se apresenta radicalmente oposta às práticas políticas e sociais que encontramos hoje. Pretendemos, portanto, pensar no tempo presente e na possibilidade de novas formas de existência. (shrink)

O presente estudo se destina a fazer uma breve análise sobre o direito social à educação, sua influência para o alcance da dignidade da pessoa humana e o seu alcance no formato EAD no Brasil. O artigo trata das metodologias de ensino viabilizadas pelo EAD, qual a sua contribuição na formação desses jovens e crianças e se a fruição dos benefícios desse método de ensino são possível por todas as classes sociais de forma isonômica. A pretensão é analisar como o (...) EAD pode trazer a democratização do ensino no país e qual caminho viabilizará isto. (shrink)