Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that difficulties in professional (...) ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion-based classes and misunderstand the effectiveness of a case-based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

The epistemology which sees intra-specific and intra-group heterogenization, symbiotization, interactive pattern-generating and change as basic principles produces types of theories and research strategies different from the epistemology based on the notions of intra-specific and intra-group uniformity, competition and stabilization. In the uniformistic view, individual variations have been reduced mainly either to statistical deviations from the mean or to dominance relationship. On the other hand in the heterogenistic view, mutual beneficial interactions between qualitatively heterogeneous individuals within a group is regarded as (...) indispensable for the increase of the level of behavioral and biological sophistication and evolution. This article compares five epistemologies including the two mentioned above in the context of the current epistemological transition in science, particularly due to the emergence of non-equilibrium thermodynamics in physics and differentiation-amplifying reciprocal causal models in mathematics and engineering, both of which consider the universe as pattern-generating, information-creating and evolving. (shrink)

Science does not exist in vacuum; it arises and works in context. Ground-breaking achievements transforming the scientific landscape often stem from philosophical thought, just as symbolic logic and computer science were born from the early analytic philosophy, and for the very reason they impact our global worldview as a coherent whole as well as local knowledge production in different specialised domains. Here we take first steps in elucidating rich philosophical contexts in which Samson Abramsky’s far-reaching work centring around categorical science (...) as a new kind of science may be placed, explicated, and articulated. We argue, inter alia, that Abramsky’s work, as a whole, may be construed as demonstrating the categorical unity of science, or rather the sciences, in a mathematically rigorous, down-to-earth manner, which has been a salient feature of his work. At the same time we trace his intellectual history, leading from duality, to intensionality, and to contextuality, and place it in a broader context of philosophy beyond the analytic-continental divide, namely towards the reintegration of them as in the post-analytic tradition. Besides, we address issues in philosophy of category theory, such as the foundational autonomy of category theory and the (presumably two) dogmas of set-theoretical foundationalism, which Abramsky actually touch upon in one of his few philosophically inclined works. As to philosophy of category theory, we also address categorical structuralism as higher-order structuralism, categorical epistemology as elucidating higher-order meta-laws, and categorical ontology as allowing for reduction of ontological commitment via structural realism, the structuralist resolution of Benaceraff’s dilemma, and the pluralistic multiverse view of science as opposed to the set-theoretical reductionist ‘universe’ view. We conclude by speculating about the existence of the Oxford School of (Pluralistic) Unified Science as opposed to the Vienna Circle of (Monistic) Unified Science and to the Stanford School of (Pluralistic) Disunified Science; Categorical Unified Science may potentially allow us to reconcile the two camps on the unity and disunity of science whilst doing justice to both of them. Categorical unity arguably allows for unification via epistemological and ontological networking, and via knowledge transfer thus enabled, rather than unification via the reduction of everything and every truth to a single foundationalist framework, whilst taking at face value disunity, plurality, and diversity, and their significance in science and in human civilisation as a whole. (shrink)

Inspired by locale theory, we propose “pointfree convex geometry”. We introduce the notion of convexity algebra as a pointfree convexity space. There are two notions of a point for convexity algebra: one is a chain-prime meet-complete filter and the other is a maximal meet-complete filter. In this paper we show the following: the former notion of a point induces a dual equivalence between the category of “spatial” convexity algebras and the category of “sober” convexity spaces as well as a dual (...) adjunction between the category of convexity algebras and the category of convexity spaces; the latter notion of point induces a dual equivalence between the category of “m-spatial” convexity algebras and the category of “m-sober” convexity spaces. We finally argue that the former notion of a point is more useful than the latter one from a category theoretic point of view and that the former notion of a point actually represents a polytope and the latter notion of a point properly represents a point. We also remark on the close relationships between pointfree convex geometry and domain theory. (shrink)

It has long been thought that transmembrane cell‐surface receptors, such as receptor tyrosine kinases and cytokine receptors, among others, are activated by ligand binding through ligand‐induced dimerization of the receptors. However, there is growing evidence that prior to ligand binding, various transmembrane receptors have a preformed, yet inactive, dimeric structure on the cell surface. Various studies also demonstrate that during transmembrane signaling, ligand binding to the extracellular domain of receptor dimers induces a rotation of transmembrane domains, followed by rearrangement and/or (...) activation of intracellular domains. The paper here describes transmembrane cell‐surface receptors that are known or proposed to exist in dimeric form prior to ligand binding, and discusses how these preformed dimers are activated by ligand binding. (shrink)

This paper explores relationships between many-valued logic and fuzzy topology from the viewpoint of duality theory. We first show a fuzzy topological duality for the algebras of Łukasiewicz n -valued logic with truth constants, which generalizes Stone duality for Boolean algebras to the n -valued case via fuzzy topology. Then, based on this duality, we show a fuzzy topological duality for the algebras of modal Łukasiewicz n -valued logic with truth constants, which generalizes Jónsson-Tarski duality for modal algebras to the (...) n -valued case via fuzzy topology. We emphasize that fuzzy topological spaces naturally arise as spectrums of algebras of many-valued logics. (shrink)

10.1093/mind/fzl659p. 688, line 10:for So if is a theorem of M read So if ϕ is a theorem of Mp. 688, line 13:for where ϕ* is the result of indexing the terms of ϕ* to Mread where ϕ* is the result of indexing the terms of ϕ to M.

Wittgenstein’s philosophy of mathematics is often devalued due to its peculiar features, especially its radical departure from any of standard positions in foundations of mathematics, such as logicism, intuitionism, and formalism. We first contrast Wittgenstein’s finitism with Hilbert’s finitism, arguing that Wittgenstein’s is perspicuous or surveyable finitism whereas Hilbert’s is transcendental finitism. We then further elucidate Wittgenstein’s philosophy by explicating his natural history view of logic and mathematics, which is tightly linked with the so-called rule-following problem and Kripkenstein’s paradox, yielding (...) vital implications to the nature of mathematical understanding, and to the nature of the certainty and objectivity of mathematical truth. Since the incompleteness theorems, foundations of mathematics have mostly lost their philosophical driving force, and anti-foundationalism has become prevalent and pervasive. Yet new foundations have nevertheless emerged and come into the scene, namely categorical foundations. We articulate the foundational significance of category theory by explicating three forms of foundations, i.e., global foundations, local foundations, and conceptual foundations. And we explore the possibility of categorical unified science qua pluralistic unified science, arguing for the categorical unity of science on both mathematical and philosophical grounds. We then turn to an issue in conceptual foundations of mathematics, namely the nature of the concept of space. We elucidate Wittgenstein’s intensional conception of space in relation to Brouwer’s theory of space continua and to the modern conception of space as point-free structure in category theory and algebraic geometry. We finally give a bird’s-eye view of mathematical philosophy from a Wittgensteinian perspective, and further sheds new light on Wittgenstein’s constructive structuralism and his view of incompleteness and contradictions in mathematics. (shrink)

Wittgenstein’s philosophy of mathematics is often devalued due to its peculiar features, especially its radical departure from any of standard positions in foundations of mathematics, such as logicism, intuitionism, and formalism. We first contrast Wittgenstein’s finitism with Hilbert’s finitism, arguing that Wittgenstein’s is perspicuous or surveyable finitism whereas Hilbert’s is transcendental finitism. We then further elucidate Wittgenstein’s philosophy by explicating his natural history view of logic and mathematics, which is tightly linked with the so-called rule-following problem and Kripkenstein’s paradox, yielding (...) vital implications to the nature of mathematical understanding, and to the nature of the certainty and objectivity of mathematical truth. Since the incompleteness theorems, foundations of mathematics have mostly lost their philosophical driving force, and anti-foundationalism has become prevalent and pervasive. Yet new foundations have nevertheless emerged and come into the scene, namely categorical foundations. We articulate the foundational significance of category theory by explicating three forms of foundations, i.e., global foundations, local foundations, and conceptual foundations. And we explore the possibility of categorical unified science qua pluralistic unified science, arguing for the categorical unity of science on both mathematical and philosophical grounds. We then turn to an issue in conceptual foundations of mathematics, namely the nature of the concept of space. We elucidate Wittgenstein’s intensional conception of space in relation to Brouwer’s theory of space continua and to the modern conception of space as point-free structure in category theory and algebraic geometry. We finally give a bird’s-eye view of mathematical philosophy from a Wittgensteinian perspective, and further sheds new light on Wittgenstein’s constructive structuralism and his view of incompleteness and contradictions in mathematics. (shrink)

This paper discusses what constitutes good teaching, taking as its cue the ‘aesthetic’ concept treated in everyday aesthetics and ‘internal good’ accounted by McIntyre. Teaching is viewed as practice, not merely as a basic action, due to its epistemological nature as everyday work. What everyday aesthetics teaches us is that even in the practice of teaching, sensory experiences such as comfort, familiarity, discomfort, ordinariness, etc. can be viewed as aesthetic experience. This kind of aesthetic experience constitute intuition supporting ’good teaching’ (...) that confirmed by examining Dreyfus et al. This ‘good teaching’ sensitivity is not specific to the individual practitioner, but is considered to be an ‘in-practice value (internal good?)’ (McIntyre) shared by the community of practice. From the aesthetic perspective, this value could be called ‘aesthetic value in practice’. In the teaching community of practice, ‘good teaching’ is both ‘beautiful teaching’ and ‘ethically good’ teaching. Teaching should be seen as a relational practice, and for this reason, The Ethico-Aesthetics of Teaching should be constructed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed to 156 (...) art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed to 156 (...) art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that difficulties in professional (...) ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion‐based classes and misunderstand the effectiveness of a case‐based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

Pyridoxal 5′‐phosphate, the vitamin B6 derivative, acts as the coenzyme of many enzymes involved in amino acid metabolism. Exceptionally, this compound was found covalently bound to glycogen phosphorylase, the key enzyme in the regulation of glycogen metabolism. Although it is essential for the function of phosphorylase, its direct role has remained an enigma. We have recently found that the glucose moiety of pyridoxal (5′)diphospho (1)‐α‐D‐glucose, a conjugate of pyridoxal 5′‐phosphate and glucose 1‐phosphate through a pyrophosphate linkage, is transferred to the (...) nonreducing end of glycogen, forming a new α‐1,4‐glucosidic linkage. This finding emphasizes the importance of the direct phosphate‐phosphate interaction between the coenzyme and the substrate in the phosphorylase catalytic reaction. We have proposed a catalytic mechanism for phosphorylase in which the phosphate group of pyridoxal 5′‐phosphate acts as an electrophile to the phosphate group of glucose 1‐phosphate. This appears to represent the first instance of the direct involvement of a phosphate group in catalysis by enzymes. (shrink)

Alternative interpretations are proposed for the finding that market integration is positively related to fair behavior in experimental games. Market activities may produce market relevant concepts and stories that interpret experimental games as incidences of social exchange, and thus may enhance the relevance of (1) market-related preferences or (2) a decision heuristic designed for social exchange.

Extending techniques of Dowd and those of Poizat, we study computational complexity of in the case when is a generic oracle, where is a positive integer, and denotes the collection of all -query tautologies with respect to an oracle . We introduce the notion of ceiling-generic oracles, as a generalization of Dowd's notion of -generic oracles to arbitrary finitely testable arithmetical predicates. We study how existence of ceiling-generic oracles affects behavior of a generic oracle, by which we show that is (...) not a subset of is comeager in the Cantor space. Moreover, using ceiling-generic oracles, we present an alternative proof of the fact (Dowd) that the class of all -generic oracles has Lebesgue measure zero. (shrink)