英語圏の分析哲学、認知科学、テクノロジー論などに対して、ハイデガーの哲学はどのような現代的意義をもつのか。伝統的な形而上学の言語圏からの「破壊」的な離脱と、新しいボキャブラリーの創出による「構築」的な 思考―この二つの位相に焦点をあてることで、ハイデガーの存在論を明瞭に描き出す。人間科学と哲学的常識に対するハイデガーの革新性をとらえた一作。.

善人は弱いんだよ。善人として人に認められたいという考えは、私には全然ない。I AM WRONG.悪人で結構だ!戦前・戦中・戦後の87年間、一貫して「悪人」として日本と対峙してきた哲学者が、自らの思索の道すじを語る。.

This paper examines ethics in finance, specifically related to responsible investment. In recent years, socially responsible principles are becoming the de facto standard not only for socially responsible but also for profitable investing. For instance, the United Nations developed the Principles for Responsible Investment (PRI) in 2006, which require institutional investors to incorporate ESG (Environmental, Social and Governance) issues into investment analysis and decision-making processes. This raises the following question: can responsible investments be justified from an ethical point of view? (...) In this paper I first explain responsible investments. Then, I turn to the ethical foundation of responsible investments. There are two arguments for responsible investments. I argue that both fail. Therefore, my conclusion is that the ethical foundation of responsible investments is not firm. (shrink)

This chapter contains sections titled: Preliminaries Ontology and Pragmatism Heidegger's Ambiguity on Pragmatism and Technology Articulating Technology.

“人間が世界に赴きそこに住まう”ことは、状況を真であるとして受け入れ、その状況に対応して何ごとかをもくろむという、志向性の仕組みによって可能になる。この本で著者は、志向性の仕組みを、私と他者とがともに 参与し批判的対話を交わす「理由の空間」として解放し、人間的自由の根拠とその制約を明らかにする。アウグスティヌスやカントといった西洋哲学の伝統の深部へと遡り、アンスコム、デイヴィドソンらの分析哲学の論争 へと越境しながら、フッサールとハイデガーの現象学的思考を現代によみがえらせる試み。.

In my paper, I partially defend Philippa Foot’s view in answering the question ‘why be moral?’ In her book, Natural Goodness(2001) and her final paper, “Rationality and Goodness” (2004), Foot proposes two ideas: Ethical Naturalism and, what I call, the ‘Anti-Humean Theory of Practical Rationality’. In answering the question ‘why be moral?’, I argue that we should abandon the former and adopt the latter. In Section I, I discuss Foot’s Anti-Humean Theory of Practical Rationality. In Section II, I examine Foot’s (...) Ethical Naturalism. I argue that it is no longer defensible. In Section III, I examine other possible ways to integrate the categories of practical rationality. One is to take a utilitarian approach and another is to take a Kantian approach. I argue that the latter approach is in harmony with Foot’s Anti-Humean Theory of Practical Rationality. (shrink)

Gareth Evans proved that if two objects are indeterminately equal then they are different in reality. He insisted that this contradicts the assumption that there can be vague objects. However we show the consistency between Evans's proof and the existence of vague objects within classical logic. We formalize Evans's proof in a set theory without the axiom of extensionality, and we define a set to be vague if it violates extensionality with respect to some other set. There exist models of (...) set theory where the axiom of extensionality does not hold, so this shows that there can be vague objects. (shrink)

Let A[ω]ω be a maximal almost disjoint family and assume P is a forcing notion. Say A is P-indestructible if A is still maximal in any P-generic extension. We investigate P-indestructibility for several classical forcing notions P. In particular, we provide a combinatorial characterization of P-indestructibility and, assuming a fragment of MA, we construct maximal almost disjoint families which are P-indestructible yet Q-destructible for several pairs of forcing notions . We close with a detailed investigation of iterated Sacks indestructibility.

In ${\mathbf{H}}$ , a set theory with the comprehension principle within Łukasiewicz infinite-valued predicate logic, we prove that a statement which can be interpreted as “there is an infinite descending sequence of initial segments of ω” is truth value 1 in any model of ${\mathbf{H}}$ , and we prove an analogy of Hájek’s theorem with a very simple procedure.

戦後思想の小さな巨人・橋川文三の軌跡を、保田與重郎、丸山眞男、柳田國男、三島由紀夫との格闘を通して描く。生誕100年。.

日本思想の可能性とは何か。世界思想史の中で日本近代を捉え直した初の鶴見流日本思想案内。解説=長谷川宏 【鶴見俊輔生誕一〇〇年記念出版】 ■目次■ 【I】日本思想の可能性/日本の思想百年/日本の思想用語 【II】日本の折衷主義―新渡戸稲造論/日本思想の言語―小泉八雲論/石川三四郎/柳宗悦/ジャーナリズムの思想/平和の思想 【対談】普遍的原理の立場丸山真男×鶴見俊輔 【解説】長谷川宏.

We prove a set-theoretic version of Hájek, Paris and Shepherdson's theorem [HPS00] as follows: The set ω of natural numbers must contain a non-standard natural number in any natural Tarskian semantics of CŁ0, the set theory with comprehension principle within Lukasiewicz's infinite-valued predicate logic. The key idea of the proof is a generalization of the derivation of Moh Shaw-Kwei's paradox, which is a Russell-like paradox for many-valued logic.

We introduce the simpler and shorter proof of Hajek’s theorem that the mathematical induction on ω implies a contradiction in the set theory with the comprehension principle within Łukasiewicz predicate logic Ł ${\forall}$ (Hajek Arch Math Logic 44(6):763–782, 2005) by extending the proof in (Yatabe Arch Math Logic, accepted) so as to be effective in any linearly ordered MV-algebra.

We propose a new game to strategically justify the constrained equal awards rule in claims problems. Our game is “procedurally fair” and “multilateral”. In addition, even if claimants cannot reach an agreement in any period, they can renegotiate in the next period. We show that, for each claims problem, the awards vector chosen by the constrained equal awards rule achieved at period 1 is the unique subgame perfect equilibrium outcome of the game.

私たちにとって歴史とは何か。改めて歴史意識を取り戻すため、橋川文三を今、とらえ、読むための入門書。.

Something should be done for a better global environment as soon as possible. This paper investigates the direction of management of the global environment and proposes new, concrete ideas for it.

This article has an overall aim as follows: to develop an alternative understanding to a narrow view of education, and in particular teacher training—preparatory and continuing—in terms of economy, as well as the competencies needed for the teaching profession. It takes the view that such an alternative is or could be found in the ideas put forward by Paul Standish, where poetry, or a more poetic understanding of education, is necessary—particularly in regards to teacher training.

Drawing upon Nel Noddings’ contention that, if children are to be happy in schools, their teachers should also be happy, this paper tries to explore a way in which the obviously intimate but seemingly conflicting connections between students’ and teachers’ happiness can be understood from the viewpoint of Stanley Cavell’s reading of J. S. Mill. Mill’s conceptions of desire and pleasure are examined as a means of liberating the above connection from existing prioritization: that is, teachers’ or students’ happiness comes (...) first. The pursuit of happiness for both teachers and students is discussed, in the hopes of illuminating alternative images of teacher education. (shrink)

Previous research suggested a role of gaze in preference formation, not merely as an expression of preference, but also as a causal influence. According to the gaze cascade hypothesis, the longer subjects look at an item, the more likely they are to develop a preference for it. However, to date the connection between viewing and liking has been investigated predominately with self-paced viewing conditions in which the subjects were required to select certain items from simultaneously presented stimuli on the basis (...) of perceived visual attractiveness. Such conditions might promote a default, but non-mandatory connection between viewing and liking. To explore whether the connection is separable, we examined the evaluative processing of single naturalistic food images in a 2 x 2 design, conducted completely within subjects, in which we varied both the type of exposure (self-paced versus time-controlled) and the type of evaluation (non-exclusive versus exclusive). In the self-paced exclusive evaluation, longer viewing was associated with a higher likelihood of a positive evaluation. However, in the self-paced non-exclusive evaluation, the trend reversed such that longer viewing durations were associated with lesser ratings. Furthermore, in the time-controlled tasks, both with non-exclusive and exclusive evaluation, there was no significant relationship between the viewing duration and the evaluation. The overall pattern of results was consistent for viewing times measured in terms of exposure duration (i.e., the duration of stimulus presentation on the screen) and in terms of actual gaze duration (i.e., the amount of time the subject effectively gazed at the stimulus on the screen). The data indicated that viewing does not intrinsically lead to a higher evaluation when evaluating single food images; instead, the relationship between viewing duration and evaluation depends on the type of task. We suggest that self-determination of exposure duration may be a prerequisite for any influence from viewing time on evaluative processing, regardless of whether the influence is facilitative. Moreover, the purported facilitative link between viewing and liking appears to be limited to exclusive evaluation, when only a restricted number of items can be included in a chosen set. (shrink)