This paper presents a platform for developing, testing and executing synchronous collaborative applications in a distributed, heterogeneous environment. Even though several environments exist nowadays, specific problems are not treated satisfactorily. Especially in ‘real’ network environments, problems like unstable network connections and low bandwidths have to be considered.The DreamTeam platform addresses the special needs of environments with non-optimal characteristics which can, be found in distance learning scenarios. DreamTeam comprises a development environment, a simulation environment and a runtime environment; it is (...) based upon the concept of a fully decentralised architecture and encourages rapid prototyping.DreamTeam supports developers of shared applications through a component concept. Using components helps to divide a software project into well-defined parts. Well-documented interfaces help to reduce integration efforts and improve software quality. A selection of sample applications with DreamTeam validates our design concept. (shrink)

While discussion is a hallmark of philosophy teaching methods, some instructors express doubt as to the possibilities for its meaningful implementation in online classes. Here, I report on a routine that utilized synchronous and asynchronous discussion strategies to promote community-building and critical engagement in an educational philosophy class forced online due to the COVID-19 pandemic. Before class, students used social annotation software to collaboratively read a text. During class, we pursued whole-group discussion using student-centered strategies before breaking into partners (...) for small-group work on a written discussion prompt. After class, students individually replied to the prompts written by these small groups. Results show that students found that this routinized structure promoted engagement with the course content and each other, ultimately building a community that supported critical thinking in the virtual classroom. Implications are raised regarding instructor workload and control over course outcomes. (shrink)

While discussion is a hallmark of philosophy teaching methods, some instructors express doubt as to the possibilities for its meaningful implementation in online classes. Here, I report on a routine that utilized synchronous and asynchronous discussion strategies to promote community-building and critical engagement in an educational philosophy class forced online due to the COVID-19 pandemic. Before class, students used social annotation software to collaboratively read a text. During class, we pursued whole-group discussion using student-centered strategies before breaking into partners (...) for small-group work on a written discussion prompt. After class, students individually replied to the prompts written by these small groups. Results show that students found that this routinized structure promoted engagement with the course content and each other, ultimately building a community that supported critical thinking in the virtual classroom. Implications are raised regarding instructor workload and control over course outcomes. (shrink)

In this article we study how members of an interdisciplinary research team use an online forum for communicating about their research project. We use the concepts of "community of practice" and "connectivity" to consider the online interaction within a wider question of how people from different academic traditions "do" interdisciplinarity. The online forum for this Grey and Pleasant Land project did not take off as hoped, even after a series of interventions and amendments, and we consider what the barriers were (...) and how they might be overcome. Barriers to involvement included participants' expectations of interaction and collaboration--expectation that real interaction happens elsewhere, tensions between academic discourse and forum talk norms, unfamiliarity with the technology, and different conceptions of appropriate academic discussion. We suggest that common academic practice does not prepare us well for creating interdisciplinary research communities through online collaboration tools, whereas such tools are our best bet currently for including geographically dispersed members in collaborative projects. Therefore, careful planning and competence building would be necessary if such tools are to be used in collaborative research. Suggested interventions, based on our experience, include providing a more focused forum, making technical support easily available, and setting up particular tasks or items to debate, within a preset, synchronous timeframe, focusing on issues relevant to the project at that time. (shrink)

Technology is not only an object of philosophical reflection but also something that can change this reflection. This paper discusses the potential of computer-supported argument visualization tools for coping with the complexity of philosophical arguments. I will show, in particular, how the interactive and web-based argument mapping software “AGORA-net” can change the practice of philosophical reflection, communication, and collaboration. AGORA-net allows the graphical representation of complex argumentations in logical form and the synchronous and asynchronous collaboration on those (...) “argument maps” on the internet. Web-based argument mapping can overcome limits of space, time, and access, and it can empower users from all over the world to clarify their reasoning and to participate in deliberation and debate. Collaborative and web-based argument mapping tools such as AGORA-net can change the practice of arguing in two dimensions. First, arguing on web-based argument maps in both collaborative and adversarial form can lead to a fundamental shift in the way arguments are produced and debated. It can provide an alternative to the traditional four-step process of writing, publishing, debating, and responding in new writing with its clear distinction between individual and social activities by a process in which these four steps happen virtually simultaneously, and individual and social activities become more closely intertwined. Second, by replacing the linear form of arguments through graphical representations of networks of inferential relations which can grow over time in an infinite space, these tools do not only allow a clear visualization of structures and relations, but also forms of collaboration in which, for example, participants work on different “construction zones” of larger argument maps, or debates are performed at specific points of disagreement on those maps. I introduce the term synergetic logosymphysis to describe a practice that combines these two dimensions of collaborative- and web-based argument mapping. (shrink)

Digital communication technologies led to a revolution in how people interact at work: relying on computer-mediated communication technologies is now a must, rather than an alternative. This empirical study investigates how colleagues in a virtual team use synchronous online communication platform in the workplace. Inspired by the conceptualisation of web-based communication platforms as tool, place or context of social construction, we explore the discursive strategies that contribute to the construction of the team’s shared sense of purpose and identity, a (...) collegial atmosphere and consequently lead to effective collaboration. The close analyses of real-life data from a multinational workplace provide insights into the everyday communication practices of virtual team members. Our findings supplement organisational literature based on etic observations of the effectiveness of virtual work and provide a basis for further theorisations about how communication technologies affect the ecology of and discourse practices in computer-mediated communication at work. (shrink)

What are the ethics of child genital cutting? In a recent issue of the journal, Duivenbode and Padela (2019) called for a renewed discussion of this question. Noting that modern health care systems...

The technology for the digitized text creates fluid meaning, representing its culture in transition from the dominance of the single-authored text with its hierarchically ordered system. This new architecture for the digitized word has been making explicit the shift from human consciousness reflecting the interiority of the self to a human consciousness reflecting self in relation to others. Educators using the technology of networked writing environments need to understand how the technology functions and intervenes for pedagogical processes during models of (...) asynchronous and synchronous collaborative writing. Both models support a constructivist view of learning; however, for each, educators need to consider the ethos of the writer as inhabiting a negotiated, shared space with readers during text production. As a consequence, cocognition may occur when writers share ideas and engage in the process of collaboration. (shrink)

Cross-cultural comparisons face several methodological challenges. In an attempt at resolving some such challenges, Nathan Sivin has developed the framework of “cultural manifolds.” This framework includes all the pertinent dimensions of a complex phenomenon and the interactions that make all of these aspects into a single whole. In engaging with this framework, Anna Akasoy illustrates that the phenomena used in comparative approaches to cultural and intellectual history need to be subjected to a continuous change of perspectives. Writing about comparative history, (...) Warwick Anderson directs attention to an articulation between synchronic and diachronic modes of inquiry. In addition, he asks: If comparative studies require a number of collaborators, how does one coordinate the various contributors? And how does one ensure that the comparison is between separate entities, without mutual historical entanglement? Finally, how does comparative history stack up against more dynamic approaches, such as connected, transnational, and postcolonial histories? Gérard Colas, for his part, claims that comparisons cannot allow one to move away from the dominant Euroamerican conceptual framework. Should this indeed be the case, we should search for better ways of facilitating a “mutual pollination” between philosophies. Finally, Edmond Eh first asserts that Sivin fails to recognize the difference between comparisons within cultures and comparisons between cultures. He then argues that the application of generalism is limited to comparisons of historical nature. (shrink)

Digital media presents an array of interesting challenges adapting new modes of collaborative, online communication to traditional writing and literary practices at the practical and theoretical levels. For centuries, popular concepts of the modern author, regardless of genre, have emphasized writing as a solo exercise in human communication, while the act of reading remains associated with solitude and individual privacy. "The Community and the Algorithm: A Digital Interactive Poetics" explores important cultural changes in these relationships thanks to the rapid development (...) of digital internet technologies allowing near-instantaneous, synchronous, multimedia interaction across the globe. The radical shift in how we author and consume media as an online, electronic transmission effectively resituates the writing process across the liberal arts as less a solitary act of individual enquiry and reflection, and more an ongoing, collaborative process of creative interaction within a multimedia environment or network. Contributions in this anthology demonstrate a robust history and equally diverse contemporary approach to multimedia interaction for literary and artistic ends. Central to all media formats, computation is explored throughout this volume to critically examine how algorithmic procedures in writing help bring forward many key concepts to building creative communities in a digital environment. Each chapter in this book accordingly introduces readers to various new collaborative experiments using a broad range of different digital media formats, including VR, Natural Language Generation (NLG), and metagaming tools. This book will appeal broadly to students, instructors, and independent artists working in the digital arts, while its emphasis on social interactivity will interest theorists and teachers working in theatre, social media, and cyberpsychology. Its secondary focus on computation and media programming as a site of artistic experimentation will also interest programmers and web designers at various professional levels. (shrink)

The basic idea of Birch’s analysis is plausible: normative guidance began in agents’ assessment of their own craft skills. But I suggest developing that idea in a different way. I suggest that proto-normative affect plays its guiding role diachronically, in the development of those skills, rather than synchronically, in modulating their moment-by-moment execution. More importantly, I suggest a different pathway to normative affect’s direction at second and third parties. Normative response became social in the context of skilled collaborative activities, for (...) in those activities others’ failures have material consequences for each agent. In such collaborations, all have reason to care about others’ skill, or lack of it. (shrink)

This article documents experiences of Glasgow Improvisers Orchestra’s virtual, synchronous improvisation sessions during COVID-19 pandemic via interviews with 29 participants. Sessions included an international, gender balanced, and cross generational group of over 70 musicians all of whom were living under conditions of social distancing. All sessions were recorded using Zoom software. After 3 months of twice weekly improvisation sessions, 29 interviews with participants were undertaken, recorded, transcribed, and analyzed. Key themes include how the sessions provided opportunities for artistic development, (...) enhanced mood, reduced feelings of isolation, and sustained and developed community. Particular attention is placed upon how improvisation as a universal, real time, social, and collaborative process facilitates interaction, allowing the technological affordances of software (latencies, sound quality, and gallery/speaker view) and hardware (laptop, tablet, instruments, microphones, headphones, and objects in room) to become emergent properties of artistic collaborations. The extent to which this process affects new perceptual and conceptual breakthroughs for practitioners is discussed as is the crucial and innovative relationship between audio and visual elements. Analysis of edited films of the sessions highlight artistic and theoretical and conceptual issues discussed. Emphasis is given to how the domestic environment merges with technologies to createThe Theatre of Home. (shrink)

In 1932, Wolfgang Pauli was a world-renowned physicist and had already done the work that would win him the 1945 Nobel Prize. He was also in pain. His mother had poisoned herself after his father's involvement in an affair. Emerging from a brief marriage with a cabaret performer, Pauli drank heavily, quarreled frequently and sometimes publicly, and was disturbed by powerful dreams. He turned for help to C. G. Jung, setting a standing appointment for Mondays at noon. Thus bloomed an (...) extraordinary intellectual conjunction not just between a physicist and a psychologist but between physics and psychology. Eighty letters, written over twenty-six years, record that friendship. This artful translation presents them in English for the first time. Though Jung never analyzed Pauli formally, he interpreted more than 400 of his dreams--work that bore fruit later in Psychology and Alchemy and The Analysis of Dreams. As their acquaintance developed, Jung and Pauli exchanged views on the content of their work and the ideas of the day. They discussed the nature of dreams and their relation to reality, finding surprising common ground between depth psychology and quantum physics. Their collaboration resulted in the combined publication of Jung's treatise on synchronicity and Pauli's essay on archetypal ideas influencing Kepler's writings in The Interpretation of Nature and the Psyche. Over time, their correspondence shaped and reshaped their understanding of the principle they called synchronicity, a term Jung had suggested earlier. Through the association of these two pioneering thinkers, developments in physics profoundly influenced the evolution of Jungian psychology. And many of Jung's abiding themes shaped how Pauli--and, through him, other physicists--understood the physical world. Of clear appeal to historians of science and anyone investigating the life and work of Pauli or Jung, this portrait of an incredible friendship will also draw readers interested in human creativity as well as those who merely like to be present when great minds meet. (shrink)

A decision delay can translate into significant financial and business losses. One way to accelerate the decision process is through improved communication among the stakeholders engaged in the project. Capturing, transferring, managing, and reusing data, information, and knowledge in the context it is generated can lead to higher productivity, effective communication, reduced number of requests for clarification, and a shorter time-to-market cycle. We formalized the concept of reflection in interaction during communicative events among multiple project stakeholders. This concept extends Donald (...) Schon’s theory of reflection in action of a single practitioner. We model the observed reflection in interaction with a prototype system called TalkingPaperTM. It is a ubiquitous client-server collaborative environment that facilitates knowledge capture, sharing, and reuse during synchronous and asynchronous communicative events. TalkingPaperTM bridges the paper and digital worlds. It transforms the analog verbal discours, annotated paper corporate documents, and the paper and pencil sketches into indexed and synchronized digital content that is published on and streamed on-demand from a TalkingPaperTM web server. The TalkingPaperTM sessions can be accessed by all stakeholders for rapid knowledge sharing and decision-making. (shrink)

Pablo Gilabert and Holly Lawford-Smith have, both in collaboration and individually, provided a compelling account of feasibility, which states that feasibility is both ‘binary’ and ‘scalar’, and both ‘synchronic’ and ‘diachronic’. This two-dimensional analysis, however, has been the subject of four major criticisms: it has been argued that it rests upon a false distinction between ‘hard’ and ‘soft’ constraints, that it ignores the importance of intentional action, and that diachronic feasibility is incoherent and insensitive to the existence of epistemic (...) limitations. In this paper, I will argue that such objections do not undermine the persuasiveness of Gilabert and Lawford-Smith’s analysis. Nevertheless, I will contend that the latter is susceptible to two other challenges. First, it mistakenly appeals to morality, and, second, it lacks an analysis of ability. I will maintain, however, that such criticisms can be addressed and that a revised version of the account should be adopted. (shrink)

Cascades of transcriptional regulation are the common source of the forward drive in all developmental systems. Increases in complexity and specificity of gene expression at successive stages are based on the collaboration of varied combinations of transcription factors already expressed in the cells to turn on new genes, and the logical relationships between the transcription factors acting and becoming newly expressed from stage to stage are best visualized as gene regulatory networks. However, gene regulatory networks used in different developmental (...) contexts underlie processes that actually operate through different sets of rules, which affect the kinetics, synchronicity, and logical properties of individual network nodes. Contrasting early embryonic development in flies and sea urchins with adult mammalian hematopoietic development from stem cells, major differences are seen in transcription factor dosage dependence, the silencing or damping impacts of repression, and the impact of cellular regulatory history on the parts of the genome that are accessible to transcription factor action in a given cell type. These different features not only affect the kinds of models that can illuminate developmental mechanisms in the respective biological systems, but also reflect the evolutionary needs of these biological systems to optimize different aspects of development. (shrink)

Being a member of both local and global teams requires constant distribution and re-distribution of attention, engagement, and intensive communication over synchronous and asynchronous channels with remote and local partners. We explore in this paper the increasing number of social worlds such participants distribute their attention to, how this affects their level of engagement and attention, and how the workspace, collaboration technologies, and interaction modes afford and constrain the communicative events. The use of information and collaboration technologies (...) (ICT) shapes and reshapes work spaces, processes, and social interactions among team members, and team members reshape ICT and the way it is used. We use as a testbed the AEC Global Teamwork course established at Stanford in 1993 in collaboration with universities worldwide and provide examples from two sites—Stanford PBL Lab, California USA and Chalmers University, Goteborg Sweden. We used temporal analysis and qualitative methods of inquiry in order to study participants’ attention, how they used the site and the means, i.e., their social and material resources, to accomplish their interaction needs, and how they engaged throughout project reviews. (shrink)

The paper considers a possible relevantist treatment, in the spirit of Wilson and Sperber’s work, of pejoratives and argues for three claims concerning them. On the level of synchronic issues it suggests that the negative content of pejoratives, at least in its minimal scope, is the normal part of their lexical meaning, and not a result of extra-semantic enrichment. It thus suggests an evaluative-content approach for the relevantist, in contrast to its neutral-content alternative. On the more general side, it suggests (...) that the relevance theorist owes us a clear story about what kind of material is normally encoded. Concerning the issues of diachronic behavior of pejoratives, the paper suggests primarily the application of relevantist theory of irony, and secondarily some links with theory of metaphor. A relevantist theory of echoic use, and proposed for irony, can be used to understand the appropriation of pejoratives by their original target group, and the reversal of valence that goes with it. There is an interesting parallel between the echoing-cum-reversal processes Wilson and Sperber propose for irony and the repeating-and-reversing process typicall of appropriation of pejoratives. Finally, a brief application of the relevantist understanding of metaphor is proposed as a tool for understanding the genealogy of pejoratives of fi gurative origin. The dynamics, history and development of pejoratives has not been systematically addressed by philosophical theories of pejoratives: a collaboration with relevance theory might prove a useful strategy. (shrink)

This paper describes the Electronic Schoolbag, a digital workspace developed at the University of Savoie (France) and analyses its usages. This online environment is dedicated to the educational world: it offers pupils, students, teachers, school staff, or parents, personal and group workspaces in which individual or collaborative activities can take place. The flexibility of this software, allowing synchronous or asynchronous activities, lies in the “participation model”. This model allows groups themselves to describe and organise their activities. The architecture that (...) permits its implementation in the Electronic Schoolbag workspace is described. The study of the practices of the workspace is then presented. This requires different observation methods, according to the different procedures chosen: real practices provided by quantitative methods (analysis of the logs of the actions and questionnaires) and imagined practices provided by qualitative methods (semi-directive interviews). The results obtained from the university users allow us to assess the evolution of the usages for different periods and on different university sites. The observatory also lets us list the main uses of the Electronic Schoolbag for educative communication (collaborative vs. individual, informative vs. communicative). (shrink)

Foreword: Synchronicity is more than a happy accident by Brian Tart -- The quest -- Cycles of history and the law of one -- What is synchronicity? -- Understanding the sociopath -- The global adversary -- Karma is real -- Reincarnation -- Mapping out the afterlife -- The hero and his story -- The first and second acts of the hero -- Facing your fear and completing the quest -- Joan of arc rises again -- The 2,160-year cycle between rome (...) and the usa -- Vietnam, watergate and the fall of the iron curtain -- The sky is not falling-only our blindfolds -- September 11th-from both sides of the veil -- The thirteen years' war repeats in america -- 9/11 and the defeat of the cabal-the cycle perspective -- History gets a wicked case of deja vu -- Fomenko's cycles of history-and the Book of Daniel -- Explaining the cycles and the fourth-density shift. (shrink)

In this paper, I put forward a benchmark account of emergence in terms of non-explainability and explicate the relationship that exists between its synchronic and diachronic declinations. I develop an argument whose conclusion is that emergence is essentially a “two-faceted” notion, i.e. it always encapsulates both synchronic and diachronic dimensions. I then compare this account with alternative recent accounts of emergence that define the concept through the notion of unpredictability or topological non-equivalence.

Reasoning is an activity of ours by which we come to satisfy synchronic requirements of rationality. However, reasoning itself is regulated by diachronic permissions of rationality. For each synchronic requirement there appears to be a corresponding diachronic permission, but the requirements and permissions are not related to each other in a systematic way. It is therefore a puzzle how reasoning according to permissions can systematically bring us to satisfy requirements.

An agent exercises instrumental rationality to the degree that she adopts appropriate means to achieving her ends. Adopting appropriate means to achieving one’s ends can, in turn, involve overcoming one’s strongest desires, that is, it can involve exercising synchronic self-control. However, contra prominent approaches, I deny that synchronic self-control is possible. Specifically, I draw on computational models and empirical evidence from cognitive neuroscience to describe a naturalistic, multi-system model of the mind. On this model, synchronic self-control is impossible. Must we, (...) then, give up on a meaningful conception of instrumental rationality? No. A multi-system view still permits something like synchronic self-control: an agent can control her very strong desires. Adopting a multi-system model of the mind thus places limitations on our conceptions of instrumental rationality, without requiring that we abandon the notion altogether. (shrink)

This paper distinguishes between synchronic responsibility (SR) and diachronic responsibility (DR). SR concerns an agent’s responsibility for an act at the time of the action, while DR concerns an agent’s responsibility for an act at some later time. While most theorists implicitly assume that DR is a straightforward matter of personal identity, I argue instead that it is grounded in psychological connectedness. I discuss the implications this distinction has for the concepts of apology, forgiveness, and punishment as well as the (...) way in which this distinction can be used to defend quality of will accounts of responsibility against objections involving psychological manipulation. I argue that the intuition that a manipulated agent is not responsible can be explained by appeal to the conditions of DR and, as such, does not unproblematically shed light on the conditions of SR. (shrink)

The human brain consists of approximately 100 billion electrically active neurones that generate an endogenous electromagnetic field, whose role in neuronal computing has not been fully examined. The source, magnitude and likely influence of the brain's endogenous em field are here considered. An estimate of the strength and magnitude of the brain's em field is gained from theoretical considerations, brain scanning and microelectrode data. An estimate of the likely influence of the brain's em field is gained from theoretical principles and (...) considerations of the experimental effects of external em fields on neurone firing both in vitro and in vivo. Synchronous firing of distributed neurones phase-locks induced em field fluctuations to increase their magnitude and influence. Synchronous firing has previously been demonstrated to correlate with awareness and perception, indicating that perturbations to the brain's em field also correlate with awareness. The brain's em field represents an integrated electromagnetic field representation of distributed neuronal information and has dynamics that closely map to those expected for a correlate of consciousness. I propose that the brain's em information field is the physical substrate of conscious awareness - the cemi field - and make a number of predictions that follow from this proposal. Experimental evidence pertinent to these predictions is examined and shown to be entirely consistent with the cemi field theory. This theory provides solutions to many of the intractable problems of consciousness - such as the binding problem - and provides new insights into the role of consciousness, the meaning of free will and the nature of qualia. It thus places consciousness within a secure physical framework and provides a route towards constructing an artificial consciousness. (shrink)

I discuss here a number of different kinds of diachronic emergence, noting that they differ in important ways from synchronic conceptions. I argue that Bedau’s weak emergence has an essentially historical aspect, in that there can be two indistinguishable states, one of which is weakly emergent, the other of which is not. As a consequence, weak emergence is about tokens, not types, of states. I conclude by examining the question of whether the concept of weak emergence is too weak and (...) note that there is at present no unifying account of diachronic and synchronic concepts of emergence. (shrink)

This book is parapsychological study of the meaningful coincidence of events, extrasensory perception, and similar phenomena.

With fascinating historical anecdotes and incisive scientific analysis, this important work combines ancient thought with modern theory to reveal a new way of viewing our universe that can expand our awareness, our lives, and may well point the way to a new science for the twenty-first century.

Experiments with remote perception and Random Event Generators (REG) performed over the last decades show small but significant anomalous effects. Since these effects seem to be independent of spatial and temporal distance, they appear to be in disagreement with the standard scientific worldview. A very simple explanation of quantum mechanics is pre- sented, rejecting all unjustified claims about the world. A view of mind in agreement with cognitive neuroscience is introduced. It is argued that mind and consciousness are emer- gent (...) properties of the brain and are understandable without any nonphysical assumptions. A plausible explanation of the results of anomalous experiments, based on the concept of synchronicity, introduced by C.G. Jung and advocated by W. Pauli, is offered. A proof is given that strong correlations should exist between any systems that once interacted. Synchronicity events between parts of the brain and physical objects may be sufficient to explain the results of anomalous experiments. Standard physics is sufficient to understand these phenomena. Motto. (shrink)

There are two main ways to teach a course online: synchronously or asynchronously. In an asynchronous course, students can log on at their convenience and do the course work. In a synchronous course, there is a requirement that all students be online at specific times, to allow for a shared course environment. In this article, the author discusses the strengths and weaknesses of synchronous online learning for the teaching of undergraduate philosophy courses. The author discusses specific strategies and (...) technologies he uses in the teaching of online philosophy courses. In particular, the author discusses how he uses videoconferencing to create a classroom-like environment in an online class. (shrink)

This paper explicates two notions of emergencewhich are based on two ways of distinguishinglevels of properties for dynamical systems.Once the levels are defined, the strategies ofcharacterizing the relation of higher level to lower levelproperties as diachronic and synchronic emergenceare the same. In each case, the higher level properties aresaid to be emergent if they are novel or irreducible with respect to the lower level properties. Novelty andirreducibility are given precise meanings in terms of the effectsthat the change of a bifurcation (...) or perturbation parameterin the system has. (The same strategy can be applied to otherways of separating levels of properties, like themicro/macro distinction.)The notions of emergence developed here are notions of emergencein a weak sense: the higher level emergent properties wecapture are always structural properties (or are realized insuch properties), that is, they are defined in terms of the lowerlevel properties and their relations. Diachronic and synchronicemergent properties are distinctions within thecategory of structural properties. (shrink)

Collaborative remembering, in which two or more individuals cooperate to remember together, is an ordinary occurrence. Ordinary though it may be, it challenges traditional understandings of remembering as a cognitive process unfolding within a single subject, as well as traditional understandings of memory knowledge as a justified memory belief held within the mind of a single subject. Collaborative memory has come to be a major area of research in psychology, but it has so far not been investigated in epistemology. In (...) this chapter, we attempt an initial exploration of the epistemological implications of collaborative memory research, taking as our starting point the “extended knowledge” debate which has resulted from the recent encounter between extracranialist theories of cognition and externalist theories of knowledge (Carter et al., 2014; Carter et al., forthcoming). Various forms of socially and technologically augmented memory have played important roles in the extended knowledge debate, but the debate has so far not taken collaborative memory, in particular, into account. We will argue that collaborative memory supports a novel externalist theory of knowledge: distributed reliabilism. Distributed reliabilism departs in two important respects from both traditional reliabilism (Goldman, 2012) and updated theories such as extended (Goldberg, 2010) and social reliabilism (Goldman, 2014). First, it acknowledges that belief-forming processes may extend extracranially to include processing performed both by other subjects and by technological artifacts. Second, it acknowledges that distributed sociotechnical systems themselves may be knowing subjects. Overall, then, the main aim of the chapter is to draw out the philosophical implications of psychological research on collaborative memory. But our argument will also suggest that it may be useful to broaden the standard conception of collaborative memory to include not only the sorts of direct interactions among subjects that have been the focus of psychological research so far but also a range of more indirect, technology-supported and -mediated interactions, and it thus has implications for psychology as well. (shrink)

In `Underestimating Self-Control' (1997a), I argued that Jeanette Kennett and Michael Smith (1996) underestimate our capacity for synchronic self-control. They argued for a solution to a puzzle about such self-control that features non-actional exercises' of self-control. I argued in response that `a more robust, actional exercise of self-control is open to agents in scenarios of the sort in question' (1997a: 119). They disagree (Kennett and Smith 1997).In Mele 1997a, I resisted the temptation to criticize Kennett and Smith's attempted resolution, because (...) I thought it better to concentrate on sketching an alternative resolution. Here, I will argue that the resolution they offer is problematic and reply to their criticism (1997) of my suggested resolution. (shrink)

Does a free agent have the power to will otherwise even at the very moment she is making a particular free choice? That is, when one is freely making some choice at a time T, does one also have the power to refrain from so choosing at T? The diachronic account of contingency and freedom says “no,” while the synchronic account says “yes.” In this paper I first address William Hasker’s criticisms of my earlier presentation of the synchronic account, and (...) then present an argument against the diachronic account. If successful, my arguments offer support for the compatibility of human freedom and divine foreknowledge. (shrink)

Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...) post-industrial cities. This article uses a critical, comparative, and analytical problem-based design research approach to examine collaborative pedagogical practices that can build a new image and identity through adaptive reuse strategies in the post-industrial urbanscape. (shrink)

Observational learning can enhance the acquisition and performance quality of complex motor skills. While an extensive body of research has focused on the benefits of synchronous (i.e., concurrent physical practice) and non-synchronous (i.e., delayed physical practice) observational learning strategies, the question remains as to whether these approaches differentially influence performance outcomes. Accordingly, we investigate the differential outcomes of synchronous and non-synchronous observational training contexts using a novel dance sequence. Using multidimensional cross-recurrence quantification analysis, movement time-series were (...) recorded for novice dancers who either synchronised with (n = 22) or observed and then imitated (n = 20) an expert dancer. Participants performed a 16-count choreographed dance sequence for 20 trials assisted by the expert, followed by one final, unassisted performance trial. Although end-state performance did not significantly differ between synchronous and non-synchronous learners, a significant decline in performance quality from imitation to independent replication was shown for synchronous learners. A non-significant positive trend in performance accuracy was shown for non-synchronous learners. For all participants, better imitative performance across training trials led to better end-state performance, but only for the accuracy (and not timing) of movement reproduction. Collectively, the results suggest that synchronous learners came to rely on a realtime mapping process between visual input from the expert and their own visual and proprioceptive intrinsic feedback, to the detriment of learning. Thus, the act of synchronising alone does not ensure an appropriate training context for advanced sequence learning. (shrink)

The pioneering analysis of synchronicity was given by Jung, yet despite the concept's momentous significance in Jung's work, and despite the widespread dissemination of the term 'synchronicity' even within pop culture, synchronicity is often badly misconstrued and remains "perhaps the least understood of Jung's theories". Synchronicity, Science, and Soul-Making has already been hailed as the most important analysis of synchronicity since Jung himself.

The main focus of this paper is on the notion of transtemporal identity applied to quantum particles. I pose the question of how the symmetrization postulate with respect to instantaneous states of particles of the same type affects the possibility of identifying interacting particles before and after their interaction. The answer to this question turns out to be contingent upon the choice between two available conceptions of synchronic individuation of quantum particles that I call the orthodox and heterodox approaches. I (...) argue that the heterodox approach offers a better explanation of the known experimental facts regarding particle interactions, and I probe deeper the concepts of synchronic and diachronic identity emerging from this approach. (shrink)

In this chapter I argue that the necessity of the present counts against theories of synchronic free will, according to which a person may have free will at a time t0 even once that person has decided at t0 to do something. I defend the theory of diachronic free will against recent critiques drawn from the work of Michael Rota and Katherin Rogers. And I chart some of the implications for the philosophy of religion.

Saul Kripke argued that the requirement that knowledge eliminate all possibilities of error leads to dogmatism . According to this view, the dogmatism puzzle arises because of a requirement on knowledge that is too strong. The paper argues that dogmatism can be avoided even if we hold on to the strong requirement on knowledge. I show how the argument for dogmatism can be blocked and I argue that the only other approach to the puzzle in the literature is mistaken.