In this paper, illocutionary acts of commanding will be differentiated from perlocutionary acts that affect preferences of addressees in a new dynamic logic which combines the preference upgrade introduced in DEUL (dynamic epistemic upgrade logic) by van Benthem and Liu with the deontic update introduced in ECL II (eliminative command logic II) by Yamada. The resulting logic will incorporate J. L. Austin’s distinction between illocutionary acts as acts having mere conventional effects and perlocutionary acts as acts having real effects (...) upon attitudes and actions of agents, and help us understand why saying so can make it so in explicit performative utterances. We will also discuss how acts of commanding give rise to so-called “deontic dilemmas” and how we can accommodate most deontic dilemmas without triggering so-called “deontic explosion”. (shrink)

Crispin Wright in his 1982 paper argues for strict finitism, a constructive standpoint that is more restrictive than intuitionism. In its appendix, he proposes models of strict finitistic arithmetic. They are tree-like structures, formed in his strict finitistic metatheory, of equations between numerals on which concrete arithmetical sentences are evaluated. As a first step towards classical formalisation of strict finitism, we propose their counterparts in the classical metatheory with one additional assumption, and then extract the propositional part of ‘strict finitistic (...) logic’ from it and investigate. We will provide a sound and complete pair of a Kripke-style semantics and a sequent calculus, and compare with other logics. The logic lacks the law of excluded middle and Modus Ponens and is weaker than classical logic, but stronger than any proper intermediate logics in terms of theoremhood. In fact, all the other well-known classical theorems are found to be theorems. Finally, we will make an observation that models of this semantics can be seen as nodes of an intuitionistic model. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 50-58 [Access article in PDF] Evolution in Qualitative Factors Used to Evaluate Japanese Students [Tables] Introduction Two basic viewpoints are typically taken in the evaluation of achievement in Japanese schools: either the focus is primarily on "field-content-basedevaluation" or on "ability-concept-based evaluation." I have compared the qualitative factors encompassed by these two viewpoints as reflected in the permanent school records of Japanese students. (...) These recordsinclude classes taken, grades earned, and school-related information. Kanten (in Japanese) has become a key word in the evaluation of academic achievement in Japan. It represents the qualitative factors that should be considered when evaluating a student's learning achievements. In this essay, I review how these qualitative factors have evolved, both for general subjects and for fine arts.From the beginning of the educational system (1872) to 1938, the "assessment" [Hyoutei] of a student depended on the comprehensiveness of the student's achievement in each subject. (Overall assessments are now usually made using a three-point scale; 1-3, a five-point scale; 1-5, or an ABC scale.) However, it was not clearly specified how scholastic ability and learning accomplishment should be assessed or which qualitative factors should be considered.Starting in 1941, teachers were required to evaluate, comprehensively assess, and record the student's learning, consideration, dealing, application, skill, appreciation, practice, and learning attitude through his or her daily learning and activity. 1 The factors seem to be basically equivalent to those recently used as "interest/aspiration/attitude," "thinking," "judgment," [End Page 50] and "expressive power." After 1941, the point of view in the area of fine arts gradually changed from focusing on the "field-content-based factor" to the "ability-concept-based factor" in both the educational content and in evaluation.This report focuses on the evolution in the qualitative factors used in evaluations in the postwar era. From 1949 to 1991 "Understanding," "attitude," and "skill" were specified as factors that shouldbe considered when evaluating a student's learning achievements in 1949. For a few years, these factors were considered independently in the non-referenced evaluation of five-point ratings. The two basic viewpoints, "field-content-based factor" and "ability-concept-based factor," coexisted in the course of study in the early 1950s, according to a tentative plan published in 1951. "Attitude" and "habits" carried the same weight as "understanding" and "skill." These factors received minimal attention at the elementary school level. Evaluations thus evolved from simply an overall assessment of the student's achievement in a subject to an assessment of these specific factors. For instance, at the elementary school level, drawing and handicrafts both had factors related to "field content difference" (for example, drawing, color, and pattern) and to "ability concept difference" (for example, attitude and habit). At the junior high level, the factors were represented by a double-layer structure (Table 1). The elements underlined in Table 1 reflect on the "ability concept difference" (for example, expression activities and understanding activities) instead on the "field content difference." Following the revision of the permanent cumulative records in 1955, students were evaluated based only on an overall assessment of their individual [End Page 51] performance in each subject (Japanese language, mathematics, social studies, music, and drawing and handicrafts). There were three main reasons for this change.The effort it takes to evaluate each factor analytically. The difficulty of evaluating "attitude." The demand by schools at the next level for a comprehensive and uniform evaluation for each student for each subject. 3Furthermore, although "interest" was added as one of factors to be considered in the evaluation, it was not to be dealt with analytically in the evaluation of what the student learned. Consequently, evaluations became clearer and more comprehensive, although the weights of the factors, referred to as the "affective domain," took a step backward. In 1961, the factor "interest/attitude toward fine arts" was added. At the same time, "interest" was given more weight. However, the higher weighting of the factor was short-lived because intangible factors such as... (shrink)

It is shown that there is a Kripke incomplete logic in NExt(KTB ⊕ □2 p → □3 p). Furthermore, it is also shown that there exists a continuum of Kripke incomplete logics in NExt(KTB ⊕ □5 p → □6 p).

昨今の脳神経科学的知見からは、刑法的な責任も再検討を迫られる。現代的な視点から法哲学と法理論の融合を試みる「法倫理学」へ。.

Under the presupposition that human time perception is distorted in intertemporal choice, this study constructs a time scale in the framework of axiomatic measurement. First, the conditions (homogeneity of degree one or two) to identify the form of a time scale are proposed so that one can determine whether the hyperbolic or exponential is a more suitable function for modeling people’s discounting. Homogeneity of degree one implies that subjective time delay is measured by a power scale and its discount function (...) becomes a power-exponential type, whereas homogeneity of degree two implies that subjective time delay is measured by a log scale and its discount function becomes a hyperbolic type. Second, a method is shown for constructing a model that can reflect subadditive and superadditive discounting. A non-commutative and non-associative concatenation operation is provided to generate a time string consisting of subdivided durations that incorporates the effect of repeated delay with a subdivided duration. The discounting model is yielded by substituting these strings in an exponential model equipped with a generalized time scale, and the determination of subadditivity or superadditivity depends on whether the discount function value of a product by the non-commutative and non-associative operation is, respectively, smaller or greater than that of a product by an operation of the usual extensive structure. (shrink)

If the notion of speech acts is to be taken seriously, it must be possible to treat speech acts as acts. The development of systems of DEL (dynamic epistemic logic) in the last two decades suggests an interesting possibility. These systems are developed on the basis of static epistemic logics by introducing model updating operations to interpret various kinds of speech acts including public announcements as well as private information transmissions as what update epistemic states of agents involved. The methods (...) used in developing DEL can be used to develop logics that deal with a much wider variety of speech acts. For example, in ECL (Eliminative Command Logic) of Yamada (2007a) and ECL II of Yamada (2007b), similar model updating operations are introduced tointerpret acts of commanding as what update deontic aspects of the situations in which agents are involved. In Yamada (2008a), ECL II is further extended so as to model acts of promising along with acts of commanding. Moreover, in Yamada (2008b), ECL II is combined with a modified version of DEUL (dynamic epistemic upgrade logic) introduced in van Benthem & Liu (2007). In the resulting logic DDPL (dynamic deontic preference logic), illocutionary acts of commanding are differentiated from preference upgrading perlocutionary acts. The development of these logics suggests a recipe for developing logics that deal with various specific speech acts: first, carefully identify the aspects affected by the speech acts you want to study; second, find the modal logic that characterizes the aspects in question; and finally, add dynamic modalities that stand for the types of the speech acts being studied and define model updating operation that interprets these speech acts as what update the very aspects. (shrink)

One prominent feature of belief is that a belief cannot be formed at will. This paper argues that the best explanation of this fact is that belief formation is a process that takes aim at the truth. Taking aim at the truth is to be understood as causal responsiveness of the processes constituting belief formation to what facilitates achieving true beliefs. The requirement for this responsiveness precludes the possibility of belief formation responding to intentions in a way that would count (...) as forming a belief at will. (shrink)

There are three main points of the paper. 1. There are straightforward ways of manipulating expected gains and losses that result in a divergence between fair betting odds and credence. Such manipulations are familiar from tools of finance. One can easily see that the Sleeping Beauty case is structured in such a way as to result in a divergence between fair betting odds and credence. 2. The inspection of credences and betting odds in certain betting situations shows that the two (...) main extant positions, Elga's and Lewis's, are both mistaken. 3. My proposal may seem to require a revision of probability theory but it does not. The Sleeping Beauty case merely calls attention to a constraint on partitioning of possibility space that is usually satisfied as a matter of course but can in fact be violated. (shrink)

In this paper, we present three main results on orthologics. Firstly, we give a sufficient condition for an orthologic to have variable separation property and show that the orthomodular logic has this property. Secondly, we show that the class of modular orthologics has an infinite descending chain. Finally we show that there exists a continuum of orthologics.

The measurement of pain depends upon subjective reports, but we know very little about how research subjects or pain patients produce self-reported judgments. Representationalist assumptions dominate the field of pain research and lead to the critical conjecture that the person in pain examines the contents of consciousness before making a report about the sensory or affective magnitude of pain experience as well as about its nature. Most studies to date have investigated what Fechner termed “outer psychophysics”: the relationship between characteristics (...) of an external stimulus and the magnitude and nature of pain experience. In contrast, Fechner originally envisioned that “inner psychophysics” should investigate the relationship between physiological states and subjective experience. Despite the lack of established research tradition, inner psychophysics has a potential utility in elucidating underlying mechanisms for the production of phenomenal self-report. We illustrate this, using causal modeling analyses of the accuracy of self-reported pain ratings from our laboratory. We submit that the results are inconsistent with representationalist assumptions. Converging trends from several domains of consciousness studies seem to suggest that we need to abandon the unquestioned doctrine of representationalism and search for a more viable framework for understanding the generation of subjective self-report. (shrink)

During 1980–90, Japan's annual real GDP growth rate was 4.6%, but which declined to 1.2% in the 1990s. While the drop in itself is a problem, at the same time it exacerbated many other problems, namely inequality, budget deficits, and the increasing burden of an aging society.

First published in 1928, this book discusses 'the groundwork and skeleton of the common intellectual life of the people' of Japan.

This paper presents an ethnomethodological analysis of the representation of space in hand-drawn maps. The rendering practice of hand drawn maps includes some systematic devices by which real space is transformed into two-dimensional space on paper and a map is recognized as the map representing a certain space. In other words, members use these devices not only to trace real space but also to enable the recognition of space in a specific mode. The paper deals with three distinctive patterns affording (...) accountability of geographical features: retention of the three-dimensionality of real space; formal resemblance with intertextuality; and identification of space by means of words. Retention of the 3D of space on map is the device that assigns 3D effect to maps and contributes to the perception of the figure as being similar to real space. Intertextuality bestows formal resemblance on various maps to secure the intersubjectivity and scientific objectivity of maps. Words entered on hand-drawn maps enable a reading of a correspondence of maps with real space. The representation of space makes sense by virtue of these devices that accomplish the recognizability of space between the drawers and readers of hand-drawn maps. (shrink)

We present here a Kripke-style semantics for propositional orthomodular logics that is based on the representation theorem for orthomodular lattices by D.J. Foulis , in which a sort of semigroups is employed. This semantics can characterize the logics above the orthomodular logic by some elementary conditions.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 50-58 [Access article in PDF] Evolution in Qualitative Factors Used to Evaluate Japanese Students [Tables] Introduction Two basic viewpoints are typically taken in the evaluation of achievement in Japanese schools: either the focus is primarily on "field-content-basedevaluation" or on "ability-concept-based evaluation." I have compared the qualitative factors encompassed by these two viewpoints as reflected in the permanent school records of Japanese students. (...) These recordsinclude classes taken, grades earned, and school-related information. Kanten (in Japanese) has become a key word in the evaluation of academic achievement in Japan. It represents the qualitative factors that should be considered when evaluating a student's learning achievements. In this essay, I review how these qualitative factors have evolved, both for general subjects and for fine arts.From the beginning of the educational system (1872) to 1938, the "assessment" [Hyoutei] of a student depended on the comprehensiveness of the student's achievement in each subject. (Overall assessments are now usually made using a three-point scale; 1-3, a five-point scale; 1-5, or an ABC scale.) However, it was not clearly specified how scholastic ability and learning accomplishment should be assessed or which qualitative factors should be considered.Starting in 1941, teachers were required to evaluate, comprehensively assess, and record the student's learning, consideration, dealing, application, skill, appreciation, practice, and learning attitude through his or her daily learning and activity. 1 The factors seem to be basically equivalent to those recently used as "interest/aspiration/attitude," "thinking," "judgment," [End Page 50] and "expressive power." After 1941, the point of view in the area of fine arts gradually changed from focusing on the "field-content-based factor" to the "ability-concept-based factor" in both the educational content and in evaluation.This report focuses on the evolution in the qualitative factors used in evaluations in the postwar era. From 1949 to 1991 "Understanding," "attitude," and "skill" were specified as factors that shouldbe considered when evaluating a student's learning achievements in 1949. For a few years, these factors were considered independently in the non-referenced evaluation of five-point ratings. The two basic viewpoints, "field-content-based factor" and "ability-concept-based factor," coexisted in the course of study in the early 1950s, according to a tentative plan published in 1951. "Attitude" and "habits" carried the same weight as "understanding" and "skill." These factors received minimal attention at the elementary school level. Evaluations thus evolved from simply an overall assessment of the student's achievement in a subject to an assessment of these specific factors. For instance, at the elementary school level, drawing and handicrafts both had factors related to "field content difference" (for example, drawing, color, and pattern) and to "ability concept difference" (for example, attitude and habit). At the junior high level, the factors were represented by a double-layer structure (Table 1). The elements underlined in Table 1 reflect on the "ability concept difference" (for example, expression activities and understanding activities) instead on the "field content difference." Following the revision of the permanent cumulative records in 1955, students were evaluated based only on an overall assessment of their individual [End Page 51] performance in each subject (Japanese language, mathematics, social studies, music, and drawing and handicrafts). There were three main reasons for this change.The effort it takes to evaluate each factor analytically. The difficulty of evaluating "attitude." The demand by schools at the next level for a comprehensive and uniform evaluation for each student for each subject. 3Furthermore, although "interest" was added as one of factors to be considered in the evaluation, it was not to be dealt with analytically in the evaluation of what the student learned. Consequently, evaluations became clearer and more comprehensive, although the weights of the factors, referred to as the "affective domain," took a step backward. In 1961, the factor "interest/attitude toward fine arts" was added. At the same time, "interest" was given more weight. However, the higher weighting of the factor was short-lived because intangible factors such as... (shrink)

It is shown that the normal modal logic of two reflexive points jointed with a symmetric binary relation splits the lattice of normal extensions of the logic KTB. By this fact, it is easily seen that there exists the third largest logic in the class of all normal extensions of KTB.

It is shown that the normal modal logic of two reflexive points jointed with a symmetric binary relation splits the lattice of normal extensions of the logic KTB. By this fact, it is easily seen that there exists the third largest logic in the class of all normal extensions of KTB.

This paper explores lexicographically additive representations of multi-attribute preferences on finite sets. Lexicographic additivity combines a lexicographic feature with local value tradeoffs. Tradeoff structures are governed by either transitive or nontransitive additive conjoint measurement. Alternatives are locally traded off when they are close enough within threshold associated with a dominant subset of attributes.

Given a belief function ? on the set of all subsets of prizes, how should ? values be understood as a decision alternative? This paper presents and characterizes an induced-measure interpretation of belief functions.

After touching on the three most common misconceptions regarding boomerangs, the author goes on to explain why a boomerang is crescent shaped.The author explains, using the principle of precession motion, why a boomerang turns leftward and why it falls sideways; and he performs a comprehensive analysis through the “right-hand rule,” using the example of a gyro top.The author also explains how to make and fly the boomerang he invented—one that can fly inside a room and come back correctly.