Cognitive Science, Volume 46, Issue 6, June 2022.

Both Ancient Chinese and Greek philosophers provide accounts of the life lived well: a Confucian junzi, a Daoist sage and a Greek phronimos. Cultivation in Early China and Ancient Greece engages in comparative, cross-tradition scholarship and investigates the processes associated with cultivating or nurturing the self in order to live such lives. -/- By focusing on the processes rather than the aims of cultivating a good life, an international team of scholars investigate how a person develops and practices a way (...) of life. They look at what is involved in developing practical wisdom, exercising reason, cultivating equanimity and fostering reliability. Using the thought of those thinkers central to both traditions, including Plato, Confucius, Han Fei and Marcus Aurelius, they examine themes of harmony, balance and beauty, and highlight the different concerns of scepticism across both traditions. They also discuss the action of doing as an indispensable method of learning. As a result, Cultivation in Early China and Ancient Greece is a valuable collection opening up new lines of inquiry in ethics and demonstrating the importance of drawing on philosophical ideas from across cultural traditions. (shrink)

Este trabajo reconstruye el sentido de hipótesis en la filosofía de Ralph Cudworth a través del análisis de sus bases platónicas, específicamente, la estipulación de los estratos del conocimiento expuestos en la Alegoría de la línea del libro VI de República y la distinción entre objetos y disciplinas del conocimiento establecidos en Timeo de Platón. De ese modo, considero que se pueden comprender dos sentidos de ‘hipótesis’ en Cudworth a partir de la delimitación de sus funciones como 1) tipo de (...) explicación en razón de su estatuto onto-epistemológico y 2) estrategia metodológica de indagación sobre el funcionamiento del mundo natural, sentidos que pueden colegirse de la influencia de lo que se denomina en este trabajo ‘conjetura verosímil’ para Platón, que además permite apreciar la relación existente entre la metafísica, la nueva ciencia y la moral en el siglo XVII. (shrink)

Un límite puede caracterizarse como una línea imaginaria o real que marca el inicio o final de una cosa y, por ende, la distingue y separa de otra; en ese sentido, el término nos permitió ensayar la idea de los límites del conocimiento a través de la imagen de una referencia espacial que señala el área conocida, a la vez que determina el área por conocer.

La filosofía de Anne Finch, Viscondesa de Conway ha sido estudiada desde la perspectiva del papel crítico de su monismo vitalista frente a la filosofía de sus contemporáneos, así como en la valoración de su papel en la historia de la filosofía. No obstante, la atención que han recibido sus tesis epistemológicas ha sido escasa en razón del carácter fragmentario de sus Principios de la más antigua y moderna filosofía (1690). El presente artículo parte de la idea de que es (...) posible sistematizar la filosofía de esta autora moderna, lo cual, implica la reconstrucción de sus tesis epistemológicas a través de los conceptos de percepción sensible e imaginación. Lo anterior, nos permitirá no sólo comprender estas tesis bajo la lógica de su correlación con la ontología y la filosofía moral de Conway, también permite acceder a una propuesta original alterna a los modelos mecanicistas imperantes en la época. (shrink)

Don Carlos de Sigüenza y sor Juana Inés de la Cruz no solo se encuentran en la encrucijada del paso de la edad media a la moderna, y del viejo al nuevo mundo, sino de la vieja a la nueva vía de reflexión y de la vieja a la nueva ciencia. Es lo que se intenta mostrar en estas páginas.

Olivier Bloch travaille sur l'histoire de la philosophie, et plus particulièrement sur l'histoire des doctrines, courants et traditions matérialistes, dans le domaine de la philosophie antique et dans celui de la philosophie de l'âge classique (XVIIe et XVIIIe siècles), en particulier en France (Descartes, Gassendi et ses disciples, les philosophes matérialistes du XVIIIe siècle), et en Grande-Bretagne (Hobbes). Depuis le début des années 80, ses recherches portent principalement sur les traditions libertines et clandestines de l'âge classique et leur prolongement dans (...) le matérialisme des Lumières, et, dans cette perspective, sur les rapports entre matérialisme et littérature, avec un intérêt tout particulier pour Cyrano de Bergerac, puis Molière. Ses collègues ont voulu lui rendre hommage par ce recueil d'études sur ses domaines de prédilection. (shrink)

The doctrine that all living beings originate from the sea, upheld in the Telliamed, is based on the scientific knowledges of the early 18th century. Maillet also assimilates the errores of the sciences. On the other hand, Maillet uses unreliable stories and testimonies to support his theory, but he applies the rules of a strict criticism to them. The spirit of the author of Telliamed also shows him to be a man of his time : a great many highly estimed (...) contemporary philosophers have believed the existence of seamen. The roots of this theory are found in the conviction that we ignore the mecanism and the laws which regulate the productions of nature. (shrink)

R??SUM???? travers l?????tude de la correspondance philosophique entre Descartes et Henry More, je souhaiterais montrer que les th??mes centraux en sont la consid??ration de la nature de l???espace et le statut de l???infini, bien que la pol??mique aborde??galement le probl??me ontologique de la distinction entre l?????tendue et la pens??e, et les questions physiques de la n??gation du vide et de l???atomisme. More rejette l???hypoth??se cart??sienne d???un univers ind??fini, qu???il consid??re??tre une mani??re d??tourn??e de postuler le caract??re infini de l???univers, ce (...) qui revient?? attribuer tout autant l???infinit???? la mati??re qu????? Dieu, d???o?? le fait que Descartes soit un mat??rialiste selon Henry More. ABSTRACT The correspondence between Descartes and More covers a diversity of each author???s fundamental philosophical views. Their polemics range over not only general aspects of physics, but also extend to cosmology and theology. On the one hand, we have God as infinite and His creation as indefinite for Descartes; on the other hand, God as extant, ubiquitous and omnipresent, and His creation as limited for Henry More. It is this last problem that constitutes the focus of my essay, strictly speaking??? the problem of the universe as infinite. (shrink)

This paper analyses the way in which discourse and argumentation may vary depending on participants’ educational level and gender. Men and women from three different educational levels (literacy, advanced level and university students) participated in discussion groups that debated about women and work, the sharing of housework and the way in which girls and boys are educated. The results showed important differences depending on participants’ educational level and gender. In general, the main differences were related to educational level, while gender (...) tended to interact with educational level, as a moderating factor. (shrink)

The traditional Square of Opposition consists of four sentence types. Two are universal and two particular; two are affirmative and two negative. Examples, where ‘S’ and ‘P’ designate the subject and the predicate, are: ‘every S is P’, ‘no S is P’, ‘some S is P’ and ‘some S is not P’. Taking the usual sentences of the square of opposition, quantifying over their predicates exhibits non-standard sentence forms. These sentences may be combined into non-standard Squares of Opposition , and (...) they reveal a new relationship not found in the usual Square. Medieval logicians termed ‘disparatae’ pairs of sentences like ‘every S is some P’ and ‘some S is every P’, which are neither subaltern nor contrary, neither contradictory nor subcontrary. Walter Redmond has designed a special language L to express the logical form of these sentences in a precise way. I will use this language to show how Squares of Opposition, standard and non-standard, form a complex network of relations which bring to .. (shrink)

This article analyzes the meaning and philosophical scope of «Funes el memorioso», a short story by J.L.Borges. «Funes el memorioso» participates in the productive symbiosis between literature and philosophy, a characteristic which is evident in most of Borges’ work and which has taken Borge’s creations to the summit of Western culture. Furthermore, by reading «Funes el memorioso» we can draw connections between the work of J.L.Borges and some of the most important authors in the History of Philosophy. We try to (...) show that the epistemologies of Plato and Hume, authors that Borges knew perfectly, influenced the creation of this short story in a decisive manner. (shrink)

The Laws is the longest and, according to tra-dition, the last of Plato’s dialogues. It was left ‘in the wax’ at the time of Plato’s death and brought into publication by Philip of Opus (D. L. 3.37). Whether Philip had a hand in editing the work or whether he merely tran-scribed it is uncertain (for one recent account, see Nails and Thesleff 2003). The most recent analyses of its style indicate significant affini-ties with the Sophist, Politicus and Philebus, though there (...) are stark differences in places. These, however, might be explained in vari-ous ways, and there has never been any ques-tion that the Lg. substantially contains the thought of Plato. If we set special problems of composition aside, including admittedly serious questions about the overall coher-ence of the dialogue, then the chief difficul-ties remaining for an interpreter of the Lg. include (a) its dramatic date and structure, (b) its relation to other political dialogues of Plato, especially the Republic and the Plt. and (c) the extensive discussion of cosmology and theology in L. bk 10. (shrink)

According to the canon of Thrasyllus (see D. L. 3.59), Plato’s Laches is about cour-age and employs, to borrow a term from Theaetetus 149a–51d, an ‘obstetric’ method, in which the ideas of Socrates’ interlocu-tors are delivered into the light of day and examined. These Thrasyllan labels correctly identify the simple theme and tactic of the La., but as with all of the Socratic dialogues, apparent simplicity disguises enormous sub-tlety of structure and composition. One thing that seems hidden from most readers (...) is the special relation between theme and tactic, namely that the practise of Socratic dialogue requires and exhibits courage in examining what one really thinks. (shrink)

Once upon a time, a scholar, ascetic and relig-ious man named Abu Hamid Ibn Muhammad Ibn Muhammad al-Tusi al-Shafi'i al-Ghazali (AI-Ghazali, 1058-11 II) wrote a worl, called The Incoherence qf the Philosophers, 1\ clever philosopher, Abu AI-\Valid Muhammad Ibn Ahmad Ibn Hushd (Averroes, 112li-1 ID8), responded to this by writing The IlIcolurence (!l the Inroherence. In IVhat is Art;;, Tolstoy refers to the importance of art in order to ridicule itl He notes the attention paid to art, music, theatre, filrn, (...) and books in the press. IIe notes the in\'(~stment of gm'ernments in the support of museums, theatres and the like. He notes the time spent by artists and perlilrmers in learning- their craft. He presents the most sardonic description of an opera rehearsal you will ever read. He describes the eHilrt and money poured into art as "stupefying", "repulsive", "a gigantic absurdity", and "utterly incomprehensible".~ I-Imv can art be so important that a peasant should have to sell his only cow to pay the taxes that maintain the artist-producer in grand luxury~. (shrink)

Axiological foundations of free speach. Belandria, Margarita y González R., Javier Voluntad, ausencias, y normas: el sustrato histórico del positivismo en el derecho. Will, absences and norms: the historical background of positivism in law. Carpintero Benítez, Francisco Nominalismo jurídico, escolástica española y tradición republicana. Juridical nominalism, spanish scholasticism and republican tradition. Casanova Guerra, Carlos El primer principio de la razón práctica en la teoría de la ley natural de John Finnis. The first principle of practical reason in John Finnis´s natural (...) law theory. Hocevar G., Mayda G. El derecho a una educación integral de calidad, ¿utopía o posibilidad?. The right to an integral education of quality: utopia or possibility?. López de Cordero, Mery La muerte de la imagen. The death of the image. Peña, Edilio Karl Jaspers: autorreflexión y "existenzerhellung". Karl jaspers: self-reflection and "existenzerhellung". Portuondo Pajón, Gladys L. Derechos humanos y positivismo moderado. Human rights and temperated positivism. Ramos Pascua, José Antonio De la libertad y sus apariencias. On liberty and its appearances. Ramis Muscato, Pompeyo Pensamiento y vida: la "guía" zambraniana. Thought and life: zambrano's "guide" Rivara Kamaji, Greta Interdisciplinares Las mujeres en la ciencia de la salud. Women in the health sciences. Alcaraz Ariza, María Ángeles Cultura arquitectónica y crisis de la contemporaneidad. Architectural culture and crisis of the contemporary. Arellano Spinetti, Leonardo Recensiones Homenaje al filósofo venezolano Alberto Rosales. Walton, Roberto Informaciones Índice acumulado. (shrink)

Overview The evolution of multicellularity raises questions regarding genomic and developmental commonalities and discordances, selective advantages and disadvantages, physical determinants of development, and the origins of morphological novelties. It also represents a change in the definition of individuality, because a new organism emerges from interactions among single cells. This volume considers these and other questions, with contributions that explore the origins and consequences of the evolution of multicellularity, addressing a range of topics, organisms, and experimental protocols. Each section focuses on (...) selected topics or particular lineages that present a significant insight or challenge. The contributors consider the fossil record of the paleontological circumstances in which animal multicellularity evolved; cooptation, recurrent patterns, modularity, and plausible pathways for multicellular evolution in plants; theoretical approaches to the amoebozoa and fungi (cellular slime molds having long provided a robust model system for exploring the evolution of multicellularity), plants, and animals; genomic toolkits of metazoan multicellularity; and philosophical aspects of the meaning of individuality in light of multicellular evolution. Contributors Maja Adamska, Argyris Arnellos, Juan A. Arias, Eugenio Azpeitia, Mariana Benítez, Adriano Bonforti, John Tyler Bonner, Peter L. Conlin, A. Keith Dunker, Salva Duran-Nebreda, Ana E. Escalante, Valeria Hernández-Hernández, Kunihiko Kaneko, Andrew H. Knoll, Stephan G. König, Daniel J. G. Lahr, Ottoline Leyser, Alan C. Love, Raul Montañez, Emilio Mora van Cauwelaert, Alvaro Moreno, Vidyanand Nanjundiah, Aurora M. Nedelcu, Stuart A. Newman, Karl J. Niklas, William C. Ratcliff, Iñaki Ruiz-Trillo, Ricard Solé . (shrink)

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)

Voltaire historien de la philosophie. De l'Antiquité au Grand Siècle Renan Laruc, Porphyre de Tyr, héros voltairien; Marc-André Nadeau, Défense et critique de Montaigne dans les Lettres philosophiques; Véronique Le Ru, Voltaire, lecteur de Descartes; Gerhardt Stenger, Un philosophe peut en cacher un autre: Malebranche et Spinoza dans Tout en Dieu; Lorenzo Bianchi, Voltaire lecteur et critique de Bayle; Miguel Benitez, Locke, Voltaire et la matière pensante; Claire Fauvergue, Voltaire et l'idée d'automate. Voltaire et la philosophie des Lumières Debora (...) Sicco, Voltaire champion de Chastellux contre Montesquieu ; Marie Leca-Tsiomis, Voltaire, philosophe selon Diderot; Sévérine Denieul, Casanova lecteur et critique de Voltaire; Main Sandrier, Lectures athées de Voltaire: la duplicité du philosophe; Rodrigo Brandào, Job, Voltaire et Kant ou deux perspectives sur la souffrance et le mal; Linda Gil, Condorcet éditeur de Voltaire: une lecture dialogique dans les OEuvres complètes. Voltaire philosophe: histoire, morale et politique Jean Goldzink, Déisme et récits voltairiens ; Maria das Graças de Souza, Voltaire philosophe de l'histoire: autour de l'Essai sur les moeurs; Vladimir de Oliva Mota, Les fondements transcendants de la morale chez Voltaire; Maria Laura Lanzillo, La philosophie politique de Voltaire. De sa théorie de l'État à sa conception de la tolérance; Baldine Saint Girons, Voltaire et l'autocritique de la philosophie. La postérité philosophique de Voltaire Alain Sager, Voltaire à la lumière du concept d'ironie chez Kierkegaard; Guillaume Métayer, Voltaire philosophe, via Nietzsche? La préhistoire de l'épistémè; Danilo Bilate, Les "nouvelles Lumières" et l'attitude voltairienne chez Nietzsche; Abderhaman Messaoudi, Voltaire philosophe. Les enjeux d'une réévaluation."--Page 4 of cover. (shrink)

Axiological foundations of free speach. Belandria, Margarita y González R., Javier Voluntad, ausencias, y normas: el sustrato histórico del positivismo en el derecho. Will, absences and norms: the historical background of positivism in law. Carpintero Benítez, Francisco Nominalismo jurídico, escolástica española y tradición republicana. Juridical nominalism, spanish scholasticism and republican tradition. Casanova Guerra, Carlos El primer principio de la razón práctica en la teoría de la ley natural de John Finnis. The first principle of practical reason in John Finnis´s natural (...) law theory. Hocevar G., Mayda G. El derecho a una educación integral de calidad, ¿utopía o posibilidad?. The right to an integral education of quality: utopia or possibility?. López de Cordero, Mery La muerte de la imagen. The death of the image. Peña, Edilio Karl Jaspers: autorreflexión y "existenzerhellung". Karl jaspers: self-reflection and "existenzerhellung". Portuondo Pajón, Gladys L. Derechos humanos y positivismo moderado. Human rights and temperated positivism. Ramos Pascua, José Antonio De la libertad y sus apariencias. On liberty and its appearances. Ramis Muscato, Pompeyo Pensamiento y vida: la "guía" zambraniana. Thought and life: zambrano's "guide" Rivara Kamaji, Greta Interdisciplinares Las mujeres en la ciencia de la salud. Women in the health sciences. Alcaraz Ariza, María Ángeles Cultura arquitectónica y crisis de la contemporaneidad. Architectural culture and crisis of the contemporary. Arellano Spinetti, Leonardo Recensiones Homenaje al filósofo venezolano Alberto Rosales. Walton, Roberto Informaciones Índice acumulado. (shrink)

I claim that Mill has a theory of poetry which he uses to reconcile nineteenth century associationist psychology, the tendency of the intellect to dissolve associations, and the need for educated members of society to desire utilitarian ends. The heart of the argument is that Mill thinks reading poetry encourages us to feel the feelings of others, and thus to develop pleasurable associations with the pleasurable feelings of others and painful associations with the painful feelings of others. Once the associations (...) are developed, they are supported and maintained by our natural capacity for sympathy and by external elements in society, and provide motivation for the pursuit of utilitarian ends. Further, the additional support causes the associations to be strengthened to the extent that they come to be seen as ‘natural and necessary’, and as such are immune from the dissolving force of the intellect. (shrink)

Axiological foundations of free speach. Belandria, Margarita y González R., Javier Voluntad, ausencias, y normas: el sustrato histórico del positivismo en el derecho. Will, absences and norms: the historical background of positivism in law. Carpintero Benítez, Francisco Nominalismo jurídico, escolástica española y tradición republicana. Juridical nominalism, spanish scholasticism and republican tradition. Casanova Guerra, Carlos El primer principio de la razón práctica en la teoría de la ley natural de John Finnis. The first principle of practical reason in John Finnis´s natural (...) law theory. Hocevar G., Mayda G. El derecho a una educación integral de calidad, ¿utopía o posibilidad?. The right to an integral education of quality: utopia or possibility?. López de Cordero, Mery La muerte de la imagen. The death of the image. Peña, Edilio Karl Jaspers: autorreflexión y "existenzerhellung". Karl jaspers: self-reflection and "existenzerhellung". Portuondo Pajón, Gladys L. Derechos humanos y positivismo moderado. Human rights and temperated positivism. Ramos Pascua, José Antonio De la libertad y sus apariencias. On liberty and its appearances. Ramis Muscato, Pompeyo Pensamiento y vida: la "guía" zambraniana. Thought and life: zambrano's "guide" Rivara Kamaji, Greta Interdisciplinares Las mujeres en la ciencia de la salud. Women in the health sciences. Alcaraz Ariza, María Ángeles Cultura arquitectónica y crisis de la contemporaneidad. Architectural culture and crisis of the contemporary. Arellano Spinetti, Leonardo Recensiones Homenaje al filósofo venezolano Alberto Rosales. Walton, Roberto Informaciones Índice acumulado. (shrink)

Herbert Davidson's critique of my thesis regarding the relation between Averroes' Middle and Long commentaries on De anima contrasts my reading and translation of Middle Commentary passages with his own. I leave it to the informed reader to judge whether one translation is more “neutral” than the other, excluding the specific denotation which I give to sharh, which is the point at issue.

1. Hŏryŏng, t'ŏng piŏ yŏnghwarhan maŭm -- 2. Ajik tŭrŏnaji anŭn maŭm esŏ chigak i kanŭng han'ga -- 3. Mibal kwa kijil ŭn ŏttŏn kwan'gye in'ga -- 4. Umjiginŭn maŭm kwa koyohan maŭm -- 5. Chigak ŭi sŏnggyŏk kwa kŭ yŏnwŏn e kwanhan munje.