判然としないその姿ゆえに、哲学史の表舞台に立つことがなかった「個」。アリストテレスからアウグスティヌス、トマス・アクィナス、エックハルト、スコトゥス、ライプニッツ、レシニェフスキまで。それぞれの思想に 8人の専門家が光をあて、「個」の歴史を浮かび上がらせるわが国で初めての試み。.

The target article offers a game-theoretical analysis of primitive intergroup aggression (i.e., raiding) and discusses difficulties in achieving peace. We argue the analysis does not capture the actual strategy space, missing out “do-nothing.” Experimental evidence robustly shows people prefer doing nothing against out-group members over cooperating with/attacking them. Thus, the target article overestimates the likelihood of intergroup aggression.

We studied the relationship between perceived social image and life satisfaction in four different cultural groups. One-hundred nine Indian (63 females, 46 males), 67 Pakistani/Bangladeshi (36 females, 31 males), 76 White British (43 females, 33 males), and 94 European Americans (43 females, 48 males) completed measures on the cultural importance of social image, positive and negative emotions, academic achievement, and perceived social image. Indian and Pakistani/Bangladeshi participants valued social image more than White British and European-American participants. Consistent with this value (...) difference, a positive perceived social image predicted life satisfaction among Indian and Pakistani/Bangladeshi participants only. For these participants, perceived social image predicted life satisfaction above and beyond the effects of emotions and academic achievement. Academic achievement only predicted life satisfaction among White British and European Americans. Emotions were significant predictors of life satisfaction for all participants. (shrink)

Ninety-two Japanese elementary school sixth-graders (46 boys and 46 girls; 11–12 years old) learned the quota system as part of gender equality education. We used a group performance implicit association test (Mori, Uchida, and Imada, 2008) to evaluate the lesson's effect by assessing the children's image of “woman” before and after the class. The results showed that the image of “woman” among boys improved significantly from neutral to positive through the lesson. We also found that girls’ implicit image of (...) “woman” was statistically higher than that of boys before learning, and was raised considerably after the class. (shrink)

El presente artículo tratará un aspecto de la confrontación de Heidegger con Nietzsche. En particular, se analizarán unos cursos de Heidegger de los finales de 1930 y la conferencia del semestre de primavera de 1937, junto con uno de los manuscritos inéditos de Heidegger: los Aportes a la filosofía. El argumento que desarrollaré es que la confrontación con Nietzsche obliga a Heidegger a repensar el problema del sentido, y sobre todo el problema del sentido del ser, que es el tema (...) más importante de la ontología de Heidegger en Ser y Tiempo. La interpretación del pensamiento de Nietzsche sumió de hecho a Heidegger en una crisis, tanto filosófica como existencial. Heidegger saldrá de esa crisis desarrollando la experiencia del “acontecimiento” y la actitud ética del “abandono”. Al final del trabajo se exponen algunas observaciones críticas sobre la solución de Heidegger. (shrink)