Abstract:In this paper we reconceptualize general music education as a "classical music education," departing from speculative reflection on the notion of conducting. We constitute this notion as an interpretative axis connecting, on the one hand, a different perspective on what classical music might mean in the context of general education, and, on the other hand, a more dynamic, techno-ecological concept of both music and education. This paper develops these connections by thinking along with a concrete specimen of classical music in (...) the strict sense, Mahler's First Symphony, in order to show exactly how thinking about such works may actually take on an aspect that is classical in a more properly general educational sense. Beyond a dichotomy between aesthetical and praxial appraisals of the classical musical work, with their exclusive emphases on intelligible form and socio-critical praxis respectively, our idea of classical music education implies a dynamic (re)conducting of the works. Through practices of (re)conducting, music education can treat works, not as static monuments of eternal beauty or instances of socio-historical criticality, but as catalysts of self-differentiating, transhuman musical experiences—of playing, listening, composing, and thinking—in which human, instrumental, and other techno-ecological agencies mutually transform each other. (shrink)

In this paper we discuss the musical work of classical composer Benjamin Britten as a lasting legacy for public music education. Our starting point is the contemporary urgency to rethink both public music education in general, and the public-educational significance of Western classical music in particular, in the face of the dual threats posed by anti-educational tendencies of “functionalization” and “hobbyfication.” Relating this situation to concerns already voiced by Britten in his time, we consider in what ways aspects of Britten’s (...) musical work can be shown to reveal a highly original, post-critical answer to these threats. While his pedagogical musings remain riddled with ambiguities, which readily invite critical deconstruction, our paper argues for the more affirmative option of reconceptualizing these ambiguities as constitutive tensions of a public-educational love for (classical) music. To gauge the practical implications of such a post-critical music-educational love, we analyze the concrete case of the Aldeburgh Festival, perhaps Britten’s most full-fledged effort to reclaim music as a public affair. Thinking about this case, we reflect on how Britten’s legacy could lastingly impinge on the publicness of Western classical music, as well as on ongoing and future practices of public music education in general. (shrink)

This paper attempts to reassess the educational affordances of digital screens, at a time when their educational impact has become incontournable, but is also increasingly growing suspicion. To bypass the redundancies of overly critical theoretical approaches, the paper foregrounds the subjectifying potentialities of the screen’s elusive technological ‘plasticity’. After the introduction, in which some pedagogical misgivings about the digital screen are addressed, we turn to Marie-José Mondzain’s historico-philosophical genealogy of iconoclasm. Trying to make sense of the aesthetic-political ambivalence that shrouded (...) the icon’s screenic agency within a Christian ‘economy of salvation’, and which climaxed in a politics of strictly economic equivalency, we concur with Peter Szendy that this ambivalence still haunts the icon’s contemporary heirs. By pedagogically re-reading Szendy’s alternative account of ‘iconomy’ we are subsequently led to make a case for exceeding neoliberal screening politics through an affirmation of the digital screen’s radical plasticity. Along with Yves Citton, we suggest, in our conclusion, that this post-critical affirmation calls for an ‘iconomical’ practice of care-ful experiments with the screen’s dynamic technologies. Instead of combating or adapting to its aesthetically dazzling algorithms, educational practices are required that allow these algorithmic quantities to qualitatively differentiate the uses that educands make of them. (shrink)

In this article we want to rethink the educational significance of the novel from the perspective of a ‘metanovelistic’ reading of Don Quixote, often acclaimed as the ‘first modern novel’. Our point of departure is two-fold: on the one hand, there is the controversial contemporary phenomenon of de-reading, and all the educational discussions it entails; on the other hand, there is the existing tradition of literary education, which has already extensively reflected upon the (moral, epistemological, ontological) relations between novel reading, (...) education, and subjectification, but which perhaps also has exhausted its means for doing so. To problematize this double starting point in a new way, we propose to revisit the ‘origins’ of the (Western) novel and novel reading, at the dawn of modernity. Exploring the differences between the narratives of subjectification represented by the Cartesian cogito and Cervantes’ Don Quixote—which were near-contemporaries—we strongly argue for an educational–philosophical rehabilitation of the latter. In a first movement, and in dialogue with novelists Milan Kundera and Carlos Fuentes, we do so by focusing on the novel as a particular form or configuration of knowledge—one that is by nature experimental and pluralist. In a second movement, we link this to Jean Baudrillard’s famous distinction between ‘simulation’ and ‘illusion’, claiming that novel reading qua educational subjectification always involves a quixotic practice of adventurous, ‘playful’, and public negotiation between reality and its more or less illusory alternatives. (shrink)

In this paper I try to 'rethink' consistency as an educational quality for the 3rd millennium, following Italo Calvino's choice to take it up in his lecture series Memos for the Next Millennium, and despite the fact that the (final) lecture devoted to this quality remained unwritten. After reflecting on how consistency already plays a certain role in Calvino's other lectures, I expand on the specific educational implications of this role's unresolved ambivalence, in order to argue that this ambivalence, properly (...) understood, might be fully constitutive of the educational significance of consistency. To achieve such an understanding I turn to Gilles Deleuze and his concept of style as a 'practice' of consistency. Not only does a stylistic understanding of consistency offer interesting possibilities for a more constructive approach to the said ambivalence—between consistency as static stability and dynamic keeping-together- but as such it also speaks to a number of issues that are directly and fundamentally educational in nature. (shrink)

This paper primarily aims at conceptualizing a new philosophical approach to literature education, one that we—in the vein of certain pedagogical trends—propose to call “thing-centered”. Point of departure is the ongoing confrontation with a two-sided educational problem: on the one hand, the confrontation with the steady decline of younger generations’ engagements with ‘classical’ literature; on the other hand, that with the unsatisfactory answers which either accept this development, in light of the world’s irresistible digitization, or try overcoming it through a (...) more student-centered, ‘biographical’ appropriation of literature. Beyond the more immediate didactical difficulties which this two-fold problem poses, we ask ourselves the question whether it is not time for a more fundamental renewal of our understanding of literature’s contemporary educational significance. In answering this question, for which we turn to such diverse authors as Rousseau, Deleuze and Calvino, it is argued that if education is to continue its care for both classical literacy and literary classics—and not so much against as in relation to ascending digital literacies—a more radically immanent, thing-centered perspective is likely to prove the most sustainable, in the sense of enabling truly new, ‘care-ful’ literary-educational practices to emerge. (shrink)

Ever since its publication in 1947, Thomas Mann's Doktor Faustus,1 his last major novel, has triggered many discussions and scholarly analyses. Evidently, the fictitious life story of Adrian Leverkühn, the genius composer who strikes an unsavory bargain with the devil, abounds in literary artifice and ingenuity, drawing to that end from a nigh bottomless reservoir of extremely variegated cultural references.2 Leaving out strictly literary analyses, most critical attention for Mann's version of the Faust myth is centered on its politico-aesthetical motifs—its (...) allegedly strong Nietzschean-Adornian bias.3 This is understandable, not only considering Mann's vocal interest in these philosophical traditions but also... (shrink)

ABSTRACTIn this paper we explore the possibility of rethinking the concept of emotional intelligence within the context of education. By developing a pedagogical dialogue with Michel Henry’s phenomenology of incarnation, we try to move beyond existing models of emotional intelligence by shifting the emphasis from the intellectual significance of emotion to a more original incarnate affectivity within intelligence, understood as lived sense-making. We claim that this ontological and ontogenetic perspective on emotion puts it at the heart of education. Yet only (...) because it evokes an understanding of education which is expressly non-functionalist: a disruptive, even dreadful event that marks the threshold and tension between what Henry terms Life and World. More than simply learning us to manage our emotions or recognize the value of experiences, emotional intelligence is about the very making of World out of Life, a Life that is at once radically subjective and communal. (shrink)

ABSTRACT In this article I venture the hypothesis that music confronts education with the possibility to think violence in ways that are both inherently educational and radically affirmative. Beginning with a reflection on a poem by Elizabeth Barrett Browning, which emphatically evokes the violence within the genesis of music, I then move in a different direction in the second section, which surveys how extant (music-) educational has thematized violence so far. Concluding that this thematization, notwithstanding many nuances, invariably implies a (...) negative validation of violence, I devote the third section to a search for more affirmative concepts of educational violence. Eventually, this culminates in a return to the issue of a possibly intrinsic, positive relation between violence and music education. I first discuss this possibility more generally, connecting the discussed affirmative concepts of violence to the antipodal music-educational ideas of Plato and Nietzsche. Finally, in the last section, returning to Browning’s poem, I specify it by reclaiming the particular violence of music’s instrumental aspects for music education. (shrink)

Since it was first proposed by Moses, Shoham, and Tennenholtz, the social laws paradigm has proved to be one of the most compelling approaches to the offline coordination of multiagent systems. In this paper, we make four key contributions to the theory and practice of social laws in multiagent systems. First, we show that the Alternating-time Temporal Logic (atl) of Alur, Henzinger, and Kupferman provides an elegant and powerful framework within which to express and understand social laws for multiagent systems. (...) Second, we show that the effectiveness, feasibility, and synthesis problems for social laws may naturally be framed as atl model checking problems, and that as a consequence, existing atl model checkers may be applied to these problems. Third, we show that the complexity of the feasibility problem in our framework is no more complex in the general case than that of the corresponding problem in the Shoham–Tennenholtz framework (it is np-complete). Finally, we show how our basic framework can easily be extended to permit social laws in which constraints on the legality or otherwise of some action may be explicitly required. We illustrate the concepts and techniques developed by means of a running example. (shrink)

The allocation of critical care resources and triaging patients garnered a great deal of attention during the COVID-19 pandemic, but there is a paucity of guidance regarding the ethical aspects of resource allocation and patient prioritization in ‘normal’ circumstances for Canadian healthcare systems. One context where allocation and prioritization decisions are required are surgical waitlists, which have been globally exacerbated due to the COVID-19 pandemic. In this paper, we detail the process used to develop an ethics framework to support prioritization (...) for elective surgery at The Hospital for Sick Children, Toronto, a tertiary pediatric hospital. Our goal was to provide guidance for the more value-laden aspects of prioritization, particularly when clinical urgency alone is insufficient to dictate priority. With this goal in mind, we worked to capture familial, relational, and equity considerations. As part of our institution’s concerted efforts to ethically and effectively address our surgical backlog, an ethics working group was formed comprising clinicians from surgery, anesthesiology, intensive care, a hospital bioethicist, a parent advisor, and an academic bioethics researcher. A reflective equilibrium process was used to develop an ethics framework. To this end, the same methodology was used to create a support for patient prioritization that identifies clinically and morally relevant factors for prioritization among medically similar surgical cases, with a substantive goal being to identify and redress health inequities in surgical prioritization, inasmuch as this is possible. While further steps are needed to validate several aspects of the framework, our research suggests that an ethics framework grounded in the practical realities of hospital operations provides consistency, transparency, and needed support for decisions that are often left to individual clinicians, as well as an opportunity to reflect upon the presence of health inequities in all domains of healthcare delivery. (shrink)

We study several modal languages in which some (sets of) generalized quantifiers can be represented; the main language we consider is suitable for defining any first order definable quantifier, but we also consider a sublanguage thereof, as well as a language for dealing with the modal counterparts of some higher order quantifiers. These languages are studied both from a modal logic perspective and from a quantifier perspective. Thus the issues addressed include normal forms, expressive power, completeness both of modal systems (...) and of systems in the quantifier tradition, complexity as well as syntactic characterizations of special semantic constraints. Throughout the paper several techniques current in the theory of generalized quantifiers are used to obtain results in modal logic, and conversely. (shrink)

Branching-time temporal logics have proved to be an extraordinarily successful tool in the formal specification and verification of distributed systems. Much of their success stems from the tractability of the model checking problem for the branching time logic CTL, which has made it possible to implement tools that allow designers to automatically verify that systems satisfy requirements expressed in CTL. Recently, CTL was generalised by Alur, Henzinger, and Kupferman in a logic known as "Alternating-time Temporal Logic". The key insight in (...) ATL is that the path quantifiers of CTL could be replaced by "cooperation modalities", of the form $\langle \langle \Gamma \rangle \rangle $, where Γ is a set of agents. The intended interpretation of an ATL formula $\langle \langle \Gamma \rangle \rangle \varphi $ is that the agents Γ can cooperate to ensure that φ holds. In this paper, we extend ATL with knowledge modalities, of the kind made popular in the work of Fagin, Halpern, Moses, Vardi and colleagues. Combining these knowledge modalities with ATL, it becomes possible to express such properties as "group Γ can cooperate to bring about φ iff it is common knowledge in Γ that ψ". The resulting logic -- Alternating-time Temporal Epistemic Logic -- shares the tractability of model checking with its ATL parent, and is a succinct and expressive language for reasoning about game-like multiagent systems. (shrink)

We propose an epistemic logic in which knowledge is fully introspective and implies truth, although truth need not imply epistemic possibility. The logic is presented in sequential format and is interpreted in a natural class of partial models, called balloon models. We examine the notions of honesty and circumscription in this logic: What is the state of an agent that only knows and which honest enable such circumscription? Redefining stable sets enables us to provide suitable syntactic and semantic criteria for (...) honesty. The rough syntactic definition of honesty is the existence of a minimal stable expansion, so the problem resides in the ordering relation underlying minimality. We discuss three different proposals for this ordering, together with their semantic counterparts, and show their effects on the induced notions of honesty. (shrink)

Although the change of beliefs in the face of new information has been widely studied with some success, the revision of other mental states has received little attention from the theoretical perspective. In particular, intentions are widely recognised as being a key attitude for rational agents, and while several formal theories of intention have been proposed in the literature, the logic of intention revision has been hardly considered. There are several reasons for this: perhaps most importantly, intentions are very closely (...) connected with other mental states—in particular, beliefs about the future and the abilities of the agent. So, we cannot study them in isolation. We must consider the interplay between intention revision and the revision of other mental states, which complicates the picture considerably. In this paper, we present some first steps towards a theory of intention revision. We develop a simple model of an agent’s mental states, and define intention revision operators. Using this model, we develop a logic of intention dynamics, and then investigate some of its properties. (shrink)

Hans van Ditmarsch, Wiebe van der Hoek and Barteld Kooi (2011). Reasoning about local properties in modal logic. In K. Tumer and P. Yolum and L. Sonenberg and P. Stone (editors). Proceedings of the 10th International Conference on Autonomous Agents and Multiagent Systems (AAMAS 2011), pp. 711-718.

In this essay, we consider questions arising from cases in which people request medical assistance in dying (MAiD) in unjust social circumstances. We develop our argument by asking two questions. First, can decisions made in the context of unjust social circumstance be meaningfully autonomous? We understand ‘unjust social circumstances’ to be circumstances in which people do not have meaningful access to the range of options to which they are entitled and ‘autonomy’ as self-governance in the service of personally meaningful goals, (...) values and commitments. People in these circumstances would choose otherwise, were conditions more just. We consider and reject arguments that the autonomy of people choosing death in the context of injustice is necessarily reduced, either by restricting their options for self-determination, through their internalisation of oppressive attitudes or by undermining their hope to the point that they despair.Second, should MAiD be available to people in such circumstances, even when a sound argument can be made that the agents in question are autonomous? In response, we use a harm reduction approach, arguing that even though such decisions are tragic, MAiD should be available. Our argument engages with relational theories of autonomy as well as recent criticism raised against them and is intended to be general in application, although it emerges in response to the Canadian legal regimen around MAiD, with a focus on recent changes in Canada’s eligibility criteria to qualify for MAiD. (shrink)

This chapter contains sections titled: Constructivist Studies of Science and Technology The Origin and Development of the Social Construction of Technology The Social Construction of Technology as a Heuristics for Research Some Philosophical Questions Technology and Ideas Conceptual Issues Logic and Epistemological Issues Ethical Issues Issues of Political Philosophy Religious Issues References and Further Reading.

This article reviews recent work in socio-historical technology studies. Four problems, frequently mentioned in critical debates, are discussed—relativism, reflexivity, theory, and practice. The main body of the article is devoted to a discussion of the latter two problems. Requirements for a theory on socio-technical change are proposed, and one concrete example of a conceptual framework that meets these requirements is discussed. The second point of the article is to argue that present technology studies are now able to break away from (...) a too academic, internalistic perspective and return to the politically relevant "Science, Technology & Society" issues that informed much of this work more than a decade ago. (shrink)

Narrative passages told from a character's perspective convey the character's thoughts and perceptions. We present a discourse process that recognizes characters'.

In this address to the president's plenary at the 2001 annual meeting of the Society for Social Studies of Science in Cambridge, Massachusetts, the author reflected on then recent international events and their possible implications for the research and teaching agendas of the social studies of science, technology, and medicine. He proposed the political engagement of science, technology, and society institutions and individual STS researchers while maintaining a strong commitment to the scholarly studies of science and technology. Drawing on the (...) work of René Gabriëls, the author elaborated a role for STS scholars as the new generation of “public intellectuals.”. (shrink)

We define balance games, which describe the formation of friendships and enmity in social networks. We show that if the agents give high priority to future profits over short term gains, all Pareto optimal strategies will eventually result in a balanced network. If, on the other hand, agents prioritize short term gains over the long term, every Nash equilibrium eventually results in a network that is stable but that might not be balanced.

We demonstrate ways to incorporate nondeterminism in a system designed to formalize the reasoning of agents concerning their abilities and the results of the actions that they may perform. We distinguish between two kinds of nondeterministic choice operators: one that expresses an internal choice, in which the agent decides what action to take, and one that expresses an external choice, which cannot be influenced by the agent. The presence of abilities in our system is the reason why the usual approaches (...) towards nondeterminism cannot be used here. The semantics that we define for nondeterministic actions is based on the idea that composite actions are unravelled in the strings of atomic actions and tests that constitute them. The main notions used in defining this semantics are finite computation sequences and finite computation runs of actions. The results that we obtain meet our intuitions regarding events and abilities in the presence of nondeterminism. (shrink)

Many people believe in angels and evil spirits, and popular culture abounds in talk about encounters with such entities. Yet the question of the existence of such spirits is ignored in the academy. Even the Christian Church, which one might expect to show keen interest in transcendent realities, does not appear to be paying much attention. In this book Phillip Wiebe defends the plausibility of the traditional Christian claim that spirits are real. Wiebe examines descriptions of encounters with (...) both good and evil transcendent beings in biblical times and in later Christian history, along with recent accounts of similar experiences. He argues that invisible beings can be postulated to explain events just as unobservable objects are postulated in many scientific theories. Beyond supporting claims for the existence of lesser spirits such as demons and angels, this empirical approach yields important results for assessing common arguments surrounding the existence of God - a question that has become artificially separated from the question of spirits as such. Grounding his argument in a wide range of phenomena - from near death experiences to demonic possession - Wiebe offers a sophisticated case for belief in God on philosophical and epistemological grounds. (shrink)

Jesus ' ethics emisaged not the indiudual —as so much of modern scholarship has mistakenly supposed—but restored Israel as a communnity brought into being through appropriate response to Jesus ' proclamation of the kingdom.

This paper addresses the question of what existential assumptions are needed for the Aristotelian interpretation of the relationships between the four categorical propositions. The particular relationships in question are those unique to the Aristotelian logic, namely, contrariety, subcontrariety, subaltemation, conversion by limitation, and contraposition by limitation. The views of several recent authors of logic textbooks are surveyed. While most construe the Aristotelian logic as capable of being preserved by assuming that the subject class has a member, Irving Copi construes that (...) logic as requiring that four assumptions about class membership be made. These are that the subject, predicate, complement of subject, and complement of predicate classes all have members. It is argued that only three assumptions about class membership are needed, viz., that subject, predicate, and complement of predicate classes have members. (shrink)

We extend our general approach to characterizing information to multi-agent systems. In particular, we provide a formal description of an agent's knowledge containing exactly the information conveyed by some (honest) formula φ. Only knowing is important for dynamic agent systems in two ways. First of all, one wants to compare different states of knowledge of an agent and, secondly, for agent a's decisions, it may be relevant that (he knows that) agent b does not know more than φ. There are (...) three ways to study the question whether a formula φ can be interpreted as minimal information. The first method is semantic and inspects 'minimal' models for φ (with respect to some information order ≤ on states). The second one is syntactic and searches for stable expansions, minimal with respect to some language $\scr{L}^{\ast}$ . The third method is a deductive test, known as the disjunction property. We present a condition under which the three methods are equivalent. Then, we show how to construct the order ≤ by collecting 'layered orders'. Focusing on the multi-agent case we identify languages $\scr{L}^{\ast}$ for various orders ≤, and show how they yield different notions of honesty for different multi-modal systems. We then provide several tools for studying honesty types and illustrate their usefulness on a number of examples, for three modal systems of particular interest. Finally, we relate the different notions of minimal knowledge, and describe possible patterns of honesty for these systems. (shrink)

This article applies a constructivist perspective to the analysis of a town-planning innovation. The so-called Cerdà Plan for the extension of Barcelona was launched in the 1860s and gave this city one of its most characteristic present features. For different reasons it can be considered an extraordinary case in town-planing history, though almost unknown to international scholars. The authors analyze the intense controversy that developed around the extension plan and the three technological frames involved. Finally, the relationship between power and (...) technology is discussed. The sociohistorical account is used to illustrate a specific concept of power, to be used in a politics of technology. (shrink)

We introduce a logic specifically designed to support reasoning about social choice functions. The logic includes operators to capture strategic ability, and operators to capture agent preferences. We establish a correspondence between formulae in the logic and properties of social choice functions, and show that the logic is expressively complete with respect to social choice functions, i.e., that every social choice function can be characterised as a formula of the logic. We prove that the logic is decidable, and give a (...) complete axiomatization. To demonstrate the value of the logic, we show in particular how it can be applied to the problem of determining whether a social choice function is strategy-proof. (shrink)