This paper delves into Hegel's critique of Kantian ethics, focusing on the accusation that Kant's Categorical Imperative (CI) represents an abstract ethical philosophy. Hegel argues that Kantian ethics relies on an unproductive form of abstract thinking, exemplified in Kant's emphasis on universalizing maxims without considering the concrete particularities of situations. The author contends that Hegel's critique remains valid even when considering Christine Korsgaard's responses. The paper unfolds by elucidating Hegel's notion of "abstract thinking" and explaining (...) how the CI's emphasis on formal principles leads to abstract ethical judgments. It critically analyzes Korsgaard's defense, asserting that her responses do not sufficiently address Hegel's concerns. The paper underscores Hegel's claim that the CI lacks concrete content, rendering it unable to accommodate the complexities of real-world ethical situations. Furthermore, this analysis explores how the inheritance of abstract thinking from Kantian ethics continues to detrimentally impact contemporary approaches to ethical challenges. Ultimately, the paper upholds Hegel's assertion that the CI's abstract nature hinders its effectiveness as a comprehensive ethical framework and that any abstract approach to ethics is destined to fail when it comes to teaching someone how one ought to act. (shrink)

Abstract creationism about fictional characters is the view that fictional characters are abstract objects that authors create. I defend this view against criticisms from Stuart Brock that hitherto have not been adequately countered. The discussion sheds light on how the number of fictional characters depends on authorial intention. I conclude also that we should change how we think intentions are connected to artifacts more generally, both abstract and concrete.

In this paper, I explore the approaches to methodological abstraction and self-alienation developed respectively in Karl Mannheim’s early sociology of intellectuals and in Edmund Husserl’s late transcendental phenomenology. In Mannheim’s early and experimental works, the resistance to abstraction and alienation is located in a stratum of intellectuals able to meaningfully combine diverse cultural currents in a social process of cultivation (Bildung). In Husserl, to contrast, this resistance is grasped as a constant crisis in the methods of pursuing philosophical truth. While (...) these approaches seem difficult to reconcile, I suggest in closing that this difficulty can be related to their shared emphasis on a theoretical response to the practical and historical reality of self-alienation. (shrink)

The potential benefits of cognitive skills in enhancing mathematics ability have been claimed by numerous researchers. Since mathematics requires a complete understanding and grasp of abstract concepts, it is essential to explore how learning with metacognitive skills affects mathematics learning. Thus, the study investigates the students' metacognitive awareness and conceptual understanding of integers. A descriptive-correlational method approach was utilized, and it was carried out on 303 seventh-grade students. The data were obtained using a metacognitive awareness inventory and achievement test (...) on integers. It was further revealed that the students have average metacognitive awareness and performed well in the fundamental operation of integers. Follow-up qualitative analysis revealed that students who were high achievers had the best understanding, average achievers had corrected or incomplete understanding, and low achievers had a functional misconception of integers. Moreover, the student's metacognitive awareness was significantly related to their conceptual understanding of integers. This indicates that student's higher-order thinking skills, such as metacognition, are essential since they are associated with building conceptual skills. Thus, teachers should encourage students' metacognitive awareness to improve students' conceptual understanding of integers. The study provides relevant information for educational managers on the potential factors to be considered in improving mathematics education practices, particularly in promoting metacognition among high school students. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Think Least of Death: Spinoza on How to Live and How to Die by Steven NadlerJohn GreySteven Nadler. Think Least of Death: Spinoza on How to Live and How to Die. Princeton, NJ: Princeton University Press, 2020. Pp. x + 234. Hardback, $39.95.Think Least of Death is not just an interpretation of Spinoza, but a defense of his philosophy. Nadler develops Spinoza's arguments in ways that are (...) intended both to reflect Spinoza's views and to persuade us that the views in question are true. He uses success language throughout to describe Spinoza's ideas ("What Spinoza discovered, and what he wants us to know, is that..." [11]) and arguments ("Spinoza... has demonstrated, rigorously and a priori, that..." [188]). Nadler is not just a Spinoza scholar here; he also thinks that Spinoza basically got it right. It would be a mistake, then, to evaluate Think Least of Death solely on its interpretive merits as a reading of Spinoza's Ethics. It is more fruitful to look at the places where Nadler not only describes, but apparently endorses, Spinoza's views.Following Nadler, I will focus here on the practical philosophy. Briefly put, Spinoza takes the right way of living to consist in adherence to the dictates of reason, which prescribe "that everyone love himself, seek his own advantage... and 'absolutely, that everyone should strive to preserve his own being as far as he can'" (191). These general principles issue in more specific directives based on facts about human nature. For instance, since the nature of the human mind is such that it always benefits from further understanding, reason directs us to strive for further understanding. To the extent that a human being lives in accordance with such dictates of reason, they will feel joyful, be free, and act virtuously. Conversely, when they are driven by their passions rather than reason, they will often feel sorrow, lack autonomy, and do things that are harmful to themselves and others. This is the source of whatever motivating power these directives have: necessarily, following them conduces to our self-interest.A crucial point for Nadler is that these facts about human nature are the same for each human being. This implies that "there is in fact an objective, non-arbitrary determination of what constitutes a more perfect or ideal human being" (28), the ideal that Spinoza variously refers to as the model of human nature or the free man. On Nadler's reading, Spinoza's notion of the free man (which he treats as equivalent to the model of human nature) is not "some creature of the imagination or reflection of personal taste" (29), but a representation of "the ideal state toward which every individual [human] naturally and necessarily... strives" (29). [End Page 708]A signal contribution of the book is to show that the free person's life is a realizable goal rather than an unattainable ideal. The free person is determined to act by reason alone, yes—but this is compatible with him or her also having passions, so long as those passions do not determine his or her behavior. A free person might feel fear at the prospect of death or suffering, but that fear will not determine what he or she does. Instead, the free person's actions will be determined by the guidance of reason and the positive affects (joy, love, self-esteem, and the like).Since the life of the free person is in principle attainable, Nadler proposes that we take the free person's life as a model for how we ourselves should live. For instance, when Spinoza writes that "a free man always acts honestly" (E 4P72), the implication is that we ourselves should always act honestly. Now, there is an apparent inconsistency in this position, nicely articulated by Don Garrett ("'A Free Man Always Acts Honestly, Not Deceptively': Freedom and the Good in Spinoza's Ethics," in Nature and Necessity in Spinoza's Philosophy [New York: Oxford University Press, 2018], 441–61). The free man—living entirely according to the guidance of reason—always acts honestly. Yet reason also guides us to seek our own advantage, and sometimes the... (shrink)

This study is intended to provide in-depth insights into how design thinking and creativity issues are understood and possibly evolve in the course of design discussions in a company context. For that purpose, we use the seminar transcripts of the Design Thinking Research Symposium 12 (DTRS12) dataset “Tech-centred Design Thinking: Perspectives from a Rising Asia,” which are primarily concerned with how Korean companies implement design thinking and what role designers currently play. We employed a novel method (...) of information processing based on constructed dynamic semantic networks to investigate the seminar discussions according to company representatives and company size. We compared the quantitative dynamics in two seminars: the first involved managerial representatives of four companies, and the second involved specialized designers and management of a design center of single company. On the basis of dynamic semantic networks, we quantified the changes in four semantic measures—abstraction, polysemy, information content, and pairwise word similarity—in chronologically reconstructed individual design-thinking processes. Statistical analyses show that design thinking in the seminar with four companies, exhibits significant differences in the dynamics of abstraction, polysemy, and information content, compared to the seminar with the design center of single company. Both the decrease in polysemy and abstraction and the increase in information content in the individual design-thinking processes in the seminar with four companies indicate that design managers are focused on more concrete design issues, with more information and less ambiguous content to the final design product. By contrast, specialized designers manifest more abstract thinking and appear to exhibit a slightly higher level of divergence in their design processes. The results suggest that design thinking and creativity issues are articulated differently depending on designer roles and the company size. (shrink)

In Fredericks (2018b), I argued that we can be morally responsible for our concepts if they are mental representations. Here, I make a complementary argument for the claim that even if concepts are abstract objects, we can be morally responsible for coming to grasp and for thinking (or not thinking) in terms of them. As before, I take for granted Angela Smith's (2005) rational relations account of moral responsibility, though I think the same conclusion follows from various (...) other accounts. My strategy is to focus on the relations that can obtain between concepts (understood as abstract objects) and morally responsible agents. I conclude by discussing some of the reasons why my arguments matter, which have to do with consequential choices between conceptual options, purposefully seeking out concepts that are new to us, and moral education. (shrink)

[File is the introduction to the monograph] -/- Abstract to monograph -/- How and whether thinking affects perceiving is a deeply important question. Of course it is of scientific interest: to understand the human mind is to understand how we best distinguish its processes, how those processes interact, and what this implies for how and what we may know about the world. And so in the philosopher’s terms, this book is one on both mental architecture and the epistemology (...) of perception. But there is a more human interest. How we make contact with the world, and with one another, is of the most basic of importance. We can make both sensory contact and cognitive contact with the world. The first is traditionally supposed to be determined by the biological nature of our sensory systems, while the second is at least partly determined by us, what we have learned, our experiences, and so on. The most basic claim of the book is that this is mistaken and importantly so. Our sensory contact with the world can also change and in a way that is importantly affected by the cognitive contact that we have, or have had, with the world. Thinking does not just affect perceiving, thinking improves perceiving. If this is true, it changes not only how we should theorize the mind, it changes how we should understand, as individuals, our place in and contact with the world. (shrink)

Abstraction (ἐξ ἀφαιρέσεως) or abstracting (χωρίζειν) have the following characteristics in Aristotle: 1. Abstraction is a process of eliminating (περιελὼν) everything else to reach to a single attribute; a process usually done by mathematicians abstracting the quantitative by eliminating all the sensible qualities like weight, lightness, hardness, etc. (Met. , K, 1061a28-b3) 2. Having eliminated every other attribute of a thing in order to have only one abstract thing, we have the thing qua (ᾗ) the abstracted which is an (...) indivisible thing. (Met., K, 1061a28-b3; Met., M, 1078a21-26; So., Γ, 7, 431b12-17) 3. Abstracting the subject of inquiry and investigating it as abstracted is the best way of investigation. The reason is that in our investigation of a thing, if we abstract it from every other thing so that we reach to it qua it as an individual thing, we can best investigate if an attribute belongs to that indivisible thing or not. (Met., M, 1078a21-28) 4. Although Aristotle calls the abstract thing neither prior nor posterior to the thing, (Met., M, 1077b9-11), he calls sciences dealing with abstracts more precise (Met., M, 1078a11-17) and investigations of them the best. (Met., M, 1078a21-26) 5. Supposing things separated from their attributes in abstractions does not make our inquiry to fall in error for this reason. (Met., M, 1078a17-21; Phy., B, 2, 193b32-194a1) 6. ‘The mind, when it is thinking the objects of mathematics, thinks of them as separate though they are not separate.’ (So., Γ, 7, 431b14-16) At least we can say that in thought, objects of mathematics are separable from motion. (Phy., B, 2, 193b32-194a1) 7. The relatives abstracted having anything accidental to them stripped off (καταλειπομένον), will always be spoken of in relation to each other if they are properly given. For example, when everything accidental to a master is stripped off and only being a master is left, a slave will always be spoken of in relation to that. (Cat., 7, 7a31-37) 8. Holders of the theory of Forms used to abstract by separating the objects of physics, which are less separable than those of mathematics. (Phy., B, 2, 193b32-194a1) . (shrink)

Abstract. The article is devoted to the possibilities of the formation and development of engineering thinking. The paper considers the features of engineering thinking, compares various concepts that characterize engineering activities. The authors compare the concepts of technical, economic, research thinking, identifying the principles of engineering thinking. The need for a humanitarian component in engineering thinking is noted. Consistency and multidimensionality are considered by the authors as the most important concepts for the formation of (...) engineering thinking. In conclusion, the authors point out that engineering thinking universally orients the employee when solving different types of tasks and contributes to greater variability in making standard and non-standard decisions in the production process. -/- . (shrink)

It is plausible to think that, in order to actively employ models in their inquiries, scientists should be aware of their existence. The question is especially puzzling for realists in the case of abstract models, since it is not obvious how this is possible. Interestingly, though, this question has drawn little attention in the relevant literature. Perhaps the most obvious choice for a realist is appealing to intuition. In this paper, I argue that if scientific models were abstract (...) entities, one could not be aware of them intuitively. I deploy my argumentation by building on Chudnoff’s elaboration on intuitive awareness. Furthermore, I shortly discuss some other options to which realists could turn in order to address the question of awareness. (shrink)

Berkeley and Hume object to Locke's account of abstraction. Abstraction is separating in the mind what cannot be separated in reality. Their objection is that if a is inseparable in reality from b, then the idea of a is inseparable from the idea of b. The former inseparability is the reason for the latter. In most interpretations, however, commentators leave the former unexplained in explaining the latter. This article assumes that Berkeley and Hume present a unified front against Locke. Hume (...) supplements Berkeley's argument just where there are gaps. In particular, Hume makes explicit something Berkeley leaves implicit: The argument against Locke depends on the principle that things are inseparable if and only if they are identical. Abstraction is thinking of one of an inseparable pair while not thinking of the other. But doing so entails thinking of something while not thinking of it. This is the fundamental objection. (shrink)

Conceptual thinking is form and content simultaneously. It is not that thinking is going on outside of or external to some fixed material substance. That idea would be formalistic thinking – abstract thinking or material thinking. Hegel calls thinking that goes on in its own realm, outside of that which it is thinking about, reflective thinking or reflection. When you look into a mirror you see your own reflection. A reflection is (...) something that comes back to you – the active agent. Thinking that merely reflects on a particular object never penetrates into the object but just superficially glances off the object and comes back into itself as thinking. Thus reflective thinking is something that goes on only in the subjective mind – it doesn’t really ever leave itself and penetrate into the actual object before it. It stays only with itself. Thus in effect it creates a duality between itself as reflective thinking and the object or substance that it is reflecting on. Conceptual thinking is not like that. Conceptual thinking absorbs itself in the content, object or substance as its own thinking itself. Conceptual thinking is thus both the form and content, subject and object, subject and substance – the thought of thought, or the thinking of thinking. Furthermore conceptual thinking is the activity of the Concept itself, it is not something different from the Concept. The Concept differentiates itself because it is living, thinking or dynamic thought itself. That is why we said that the Concept IS the thing. It is not that there is a Concept and a thing that it is the concept of. Hegel is not a Kantian! (shrink)

ABSTRACT: This article explores the role of principal leadership in creating a thinking school. It contributes to the school leadership literature by exploring the intersection of two important areas of study in education  school leadership and education for thinking  which is a particularly apt area of study, because effective school leadership is crucial if students are to learn to be critical and creative thinkers, yet this connection has not be widely investigated. We describe how one (...) principal, Hinton, turned around an underperforming school by using critical and creative philosophical thinking as the focus for students, staff and parents. Then, drawing on the school leadership literature, the article describes seven attributes of school leadership beginning with four articulated by Leithwood and colleagues (2006) (building vision and setting direction; redesigning the organisation; understanding and developing people; managing the teaching and learning program), and adding three others (influence; self-development; and responding to context). This framework is then used in a case study format in a collaboration between practitioner and researchers to first explore evidence from empirical studies and personal reflection about Hinton’s leadership of Buranda State School, and second to illuminate how these general features of school leadership apply to creating a thinking school. Based on the case study and using the general characteristics of school leadership, a framework for leading a thinking school is described. Because the framework is based on a turnaround school, this framework has wide applicability: to schools that are doing well as an indication of how to implement a contemporary approach to curriculum and pedagogy; and to schools that are underperforming and want a rigorous, high expectation and contemporary way to improve student learning. (shrink)

Some explanations are relatively abstract: they abstract away from the idiosyncratic or messy details of the case in hand. The received wisdom in philosophy is that this is a virtue for any explanation to possess. I argue that the apparent consensus on this point is illusory. When philosophers make this claim, they differ on which of four alternative varieties of abstractness they have in mind. What’s more, for each variety of abstractness there are several alternative reasons to think (...) that the variety of abstractness in question is a virtue. I identify the most promising reasons, and dismiss some others. The paper concludes by relating this discussion to the idea that explanations in biology, psychology and social science cannot be replaced by relatively micro explanations without loss of understanding. (shrink)

Ethicists of care have objected to traditional moral philosophy's reliance upon abstract universal principles. They claim that the use of abstraction renders traditional theories incapable of capturing morally relevant, particular features of situations. I argue that this objection sometimes conflates two different levels of moral thinking: the level of justification and the level of deliberation. Specifically, I claim that abstraction or attention to context at the level of justification does not entail, as some critics seem to think, a (...) commitment to abstraction or attention to context at the level of deliberation. It follows that critics who reject a theory's use of abstraction at the level of justification have not shown that the theory recommends abstraction at the level of deliberation and that it, therefore, compels the deliberating agent to overlook morally salient details. (shrink)

Design plays an integral role in the functions of modern society. Yet the abstract process by which designers carry out their work is not obvious. The study of design thinking has grown in recent years into a major area of academic research, yet it presently lacks a clear theoretical basis; and as a discipline, its methodologies are disparate. Here, we outline and clarify the framework of the scholarly study of design thinking, introducing the major ideas and concepts (...) upon which the field is based. We then discuss in detail the various methodological issues of the field, and argue that, in its current state, the field of design thinking cannot sustain itself as an independent area of academic research. We suggest that design thinking may best be studied from a sociological or science, technology, and society (STS) studies perspective. (shrink)

In Metaphysics A, Aristotle offers some objections to Plato’s theory of Forms to the effect that Plato’s Forms would not be explanatory in the right way, and seems to suggest that they might even make the explanatory project worse. One interesting historical puzzle is whether Aristotle can avoid these same objections to his own theory of universals. The concerns Aristotle raises are, I think, cousins of contemporary concerns about the usefulness and explanatoriness of abstract objects, some of which have (...) recently been receiving attention in the philosophy of mathematics. After discussing Aristotle’s objections and their contemporary cousins, the paper discusses some of the main available lines of response to these sorts of challenges, before concluding with an examination of whether these responses could assist Plato or Aristotle in responding to these challenges. (shrink)

Science is founded on a method based on critical thinking. A prerequisite for this is not only a sufficient command of language but also the comprehension of the basic concepts underlying our understanding of reality. This constraint implies an awareness of the fact that the truth of the World is not directly accessible to us, but can only be glimpsed through the construction of mod- els designed to anticipate its behaviour. Because the relationship between models and reality rests on (...) the interpretation of founding postulates and in- stantiations of their predictions (and is therefore deeply rooted in language and culture), there can be no demarcation between science and non-science. However, critical thinking is essential to ensure that the link between models and reality is gradually made more adequate to reality, based on what has already been established, thus guaranteeing that science progresses on this basis and excluding any form of relativism. (shrink)

While I strongly agree with Patrick Grim that abstract relationships are real, and that it is possible to get them right, the danger that we will get them wrong is just as real. The use of visual representation of abstract phenomena, precisely because of our predilection to see patterns in everything and because we don't have to think so hard about visible representations generally, may lead us to see things that aren't there.

The article is a more detailed consideration of the problems that were outlined in the first part of this study, “The Application of the Proprioception of Thinking in Doing Philosophy with Children” (Socium and Power, 2019, no. 4). This time, the author pays attention to the characterization of thinking as a process in the practice of philosophizing with children, justifying the effectiveness of this practice, which forms the awareness of actions and develops emotional intelligence. The author contrasts static (...) abstract thinking with the dynamics of a tacit concrete process of thought. Philosophizing with children in a dialogue form completely engages in the thought process, focuses on the very thinking, which is constantly developing taking into account different points of view, is complicated and deepens the understanding on an emotional level. (shrink)

In § 49 of the Critique of the Power of Judgment Kant puts forward a view that the feeling of pleasure in the experience of the beautiful can be stimulated not merely by perceptual properties, but by ideas and thoughts as well. The aim of this paper is to argue that aesthetic ideas fill in the emptiness that abstract and emotion concepts on their own would have without empirical intuitions. That is, aesthetic ideas make these concepts more accessible to (...) us, by creating image schemas that allow us to think about these abstract concepts in a way linked to sensory experience, thereby imbuing them with a more substantive meaning and understanding. (shrink)

ABSTRACT: Compilation of eleven short essays that reflect authors view on various themes. Themes covered under this compilation are: • Right or wrong, good or bad, beautiful or ugly, these are all undefined and indefinable abstractions. • Communication: we're losing this ability; we are hiding behind a screen. • Ecology and environment: what can we do? • From kings to subjects: a society founded on the principle of dishonesty, arrogance and inequality. • Globalization and constraints, we must respect and (...) protect diversity! • The Internet: the most possible objective analysis. • Everybody isn’t equal in front of law and you cannot speak about justice... • The World’s Government, our money does not belong to us anymore! • We are reducing our planet into a giant landfill: we ourselves are becoming garbage! • School: an obstacle to reasoning, reflection and research. • Let’s entrust the highest roles of the State to young people and women! (shrink)

Leibniz claims that Berkeley “wrongly or at least pointlessly rejects abstract ideas”. What he fails to realize, however, is that some of his own core views commit him to essentially the same stance. His belief that this is the best (and thus most harmonious) possible world, which itself stems from his Principle of Sufficient Reason, leads him to infer that mind and body must perfectly represent or ‘express’ one another. In the case of abstract thoughts he admits that (...) this can happen only in virtue of thinking of some image that, being essentially a mental copy of a brain state, expresses (and is expressed by) that state. But here he faces a problem. In order for a thought to be genuinely abstract, its representational content must differ from that of any mental image, since the latter can represent only particular things. In that case, however, an exact correspondence between the accompanying mental image and the brain state would not suffice to establish a perfect harmony between mind and body. Even on Leibniz’s own principles, then, it appears that Berkeley was right to dismiss abstract ideas. (shrink)

Along with a well-honoured tradition, we will accept that intentionality is at least a property a thought holds necessarily, i.e., in all possible worlds that contain it; more specifically, a necessary relation, namely the relation of existential dependence of the thought on its intentional object. Yet we will first of all try to show that intentionality is more than that. For we will claim that intentionality is an essential property of the thought, namely a property whose predication to the thought (...) is true in virtue of the identity, or nature, of such a thought. More particularly, for us intentionality will again be a relation, yet a relation of ontological dependence of the thought on its intentional object; specifically, the relation for the thought of being constituted by its object. Moreover, we will try to show that if intentionality is such a constitutive relation for the thought that has it, certain metaphysical consequences ensue. First, an objectual thought, a thought whose content basically consists in its intentional object, is nothing but that object in a certain cogitative modality, or, which is the same, as playing a certain motivational role for the subject entertaining the thought itself (at a certain time). Second, if an objectual thought is nothing but an intentional object in a cogitative modality, such a thought, not only as a type, but also as a token, is an abstract entity. More specifically, an objectual thought-type, an abstract object par excellence, is indeed instantiated by objectual thought-tokens which are again abstract particulars, yet of a specific kind: namely, tropes of a relational sort depending for their existence on their bearers (and possibly also on their temporal location). (shrink)

In this paper, I argue that all expressions for abstract objects are meaningless. My argument closely follows David Lewis’ argument against the intelligibility of certain theories of possible worlds, but modifies it in order to yield a general conclusion about language pertaining to abstract objects. If my Lewisian argument is sound, not only can we not know that abstract objects exist, we cannot even refer to or think about them. However, while the Lewisian argument strongly motivates nominalism, (...) it also undermines certain nominalist theories. (shrink)

Philosophy with children often focuses on abstract reasoning skills, but as David Bohm points out the “entire process of mind” consists of our abstract thought as well as our “tacit, concrete process of thought.” Philosophy with children should address the “entire process of mind.” Our tacit, concrete process of thought refers to the process of thought that involves our actions such as the process of thought that goes into riding a bicycle. Bohm contends that we need to develop (...) an awareness or proprioception of thinking as well. When Socrates enters into dialogue with his interlocutors, he shows the limitations of purely abstract thought by leading them to admit that they really “don’t know.” But, of course, they know. We know what bravery is or what love is, even though we can never “explain” these concepts in abstract terms. Life has taught us through experience what these concepts mean and we have developed an understanding of them. We can recognize when a person acts bravely. This is where I see the link between our tacit, concrete process of thought and emotional intelligence. We need emotional intelligence to learn how to be brave, to learn how to love, and be just in the way we act in the world. Knowing what justice is abstractly does not make us act justly. We have to develop awareness of our actions in order to develop the skills necessary to act the part. This is also where emotional intelligence comes in. In the bulletin of the play Romeo and Juliet, director Barry Edelstein wrote the following: “To perform Romeo and Juliet, actors need a series of skills… they must have the emotional and psychological awareness and openness of uncommon depth; they must listen with acuteness, they must possess an imagination of real suppleness and subtlety…” An abstract portrayal would not bring these characters to life. We can surely agree – abstractly – that racism is destructive, but still act racist, without being even slightly aware of it. My contention is that while our abstract sense of racism has evolved, our tacit, concrete knowledge has not, which explains that racism is for the most part still rampant, even though we know abstractly that it is wrong. So how do we educate and develop the awareness of the tacit, concrete knowledge that informs our actions, and develop the emotional intelligence to give a depth of understanding to what we know and believe abstractly. (shrink)

This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process of (...) thinking informs our actions in a way that rational thinking by itself cannot. We can try to impose rational thinking on our tacit, concrete process of thinking but knowing how to be just abstractly, for example, does not necessarily make us act justly in the moment. Philosophical practice puts us in touch with our own tacit, concrete process of thinking. Through dialogue (Bohm, Buber) we become more than skilled rational thinkers ; we become skilled thinking beings. (shrink)

The thesis that follows proffers a solution to the mind-matter problem, the problem as to how mind and matter relate. The proposed solution herein is a variant of panpsychism – the theory that all (pan) has minds (psyche) – that we name pansentient monism. By defining the suffix 'psyche' of panpsychism, i.e. by analysing what 'mind' is (Chapter 1), we thereby initiate the effacement of the distinction between mind and matter, and thus advance a monism. We thereafter critically examine the (...) prevalent view, antithetical to a pansentient monism, that mind is not identical to matter but emergent therefrom (Chapter 2). This anti-emergentist critique acts also as a fortification of the Genetic Argument for panpsychism: if mind is not emergent (nor distinct) from matter, mind must always have existed with matter. But what is 'matter'? Chapter 3 investigates what we understand by 'matter', or 'the physical', and exposes it as a highly deficient concept and percept that in concreto points to its identity with that denoted by 'mind'. This also acts as a fortification of the Abstraction Argument for panpsychism, employing a new taxonomy of physicalism and a new taxonomy of the varieties of abstraction. Thus do we reach a monism that is a parsimonious psycho-physical identity theory. But here we face what can be called The Identity Problem for Panpsychism: if our panpsychism is a psycho-physical identity theory, how can it respond to the powerful objections that beset the identity theory of the twentieth century? In Chapter 4 it will be argued that, like emergentism, this psycho-neural identity theory presupposed a deficient concept of 'matter', down to which mind was reduced away, let alone identified. But to identify down phenomena to what is actually an abstraction is to commit failure of explanation. When the theory is amended accordingly, we move from a psycho-neural identity theory to a genuine psycho-physical identity theory that as such can overcome the aforementioned identity problem. Furthermore, as Chapter 5 clarifies, our pansentient monism has, in addition to parsimony, the explanatory power to resolve the problem of mental causation that afflicts both the reductive physicalism of psycho-neural identity theory and the non-reductive physicalism of emergentism, by genuinely identifying physical and mental causation. Jaegwon Kim considers the place of consciousness in a physical world and the nature of mental causation to be the two key components of the mind-matter problem. Through the critical analysis of our prosaic understanding of mind and matter in this thesis, which incorporates the thought of both classical and contemporary thinkers through a novel fusion, it is hoped that both components are addressed and redressed. That is to say that I present this pansentient monism as a plausible, parsimonious, explanatory, and thus, I think, powerful position towards this ever-perplexing mind-matter mystery. -/- [This thesis was passed in January 2019 with viva examination from Galen Strawson and Joel Krueger. (shrink)

Argumentative thinking has two aspects, viz. positive and negative. Such thinking effectively ignores the content since the actual object is considered “out there” beyond the subjective thinking that is going on “in here” or inside oneself or the finite mind. No explicit connection is established between the subjective and objective worlds or realms. This type of thinking is of necessity concerned only with its own knowing or with itself, thus Hegel calls this vanity. In this sense (...) it is indifferent to what is outside it, thus it is abstract thought – thought that is stripped from its actual content. This difference or indifference is the negative aspect of argumentative thinking. In addition, we may understand it positively as a union/unity with an “I think” or thinking ego conjoined immediately to an objective content. The objective content is supposed to be the truth that the subjective thinking is to discover or recreate for itself in its subjectivity. One understands the truth when thinking subjectivity is identical with the objective content. However, this identity is not one of substantial identity but formal only. In other words, subjective understanding and objective actuality may be the same in form but are essentially different in substance – one in the medium of thought, the other in the medium of being. A correspondence is merely assumed between these two. (shrink)

This paper is in two parts. Part I outlines three traditional approaches to the teaching of critical thinking: the normative, cognitive psychology, and educational approaches. Each of these approaches is discussed in relation to the influences of various methods of critical thinking instruction. The paper contrasts these approaches with what I call the “visualisation” approach. This approach is explained with reference to computer-aided argument mapping (CAAM) which uses dedicated computer software to represent inferences between premise and conclusions. The (...) paper presents a detailed account of the CAAM methodology, and theoretical justification for its use, illustrating this with the argument mapping software Rationale™. A number of Rationale™ design conventions and logical principles are outlined including the principle of abstraction, the MECE principle, and the “Holding Hands” and “Rabbit Rule” heuristics. Part II of this paper outlines the growing empirical evidence for the effectiveness of CAAM as a method of teaching critical thinking. (shrink)

In Book I, Part I, Section VII of the Treatise, Hume sets out to settle, once and for all, the early modern controversy over abstract ideas. In order to do so, he tries to accomplish two tasks: (1) he attempts to defend an exemplar-based theory of general language and thought, and (2) he sets out to refute the rival abstraction-based account. This paper examines the successes and failures of these two projects. I argue that Hume manages to articulate a (...) plausible theory of general ideas; indeed, a version of his account has defenders in contemporary cognitive science. But Hume fails to refute the abstraction-based account, and as a result, the early modern controversy ends in a stalemate, with both sides able to explain how we manage to speak and think in general terms. Although Hume fails to settle the controversy, he nevertheless advances it to a point from which we have yet to progress: the contemporary debate over abstract ideas in cognitive science has stalled on precisely this point. (shrink)

ABSTRACT This article takes Judith Butler’s epistemological problem of “framing” alongside Dana S. Belu’s notion of “reproductive enframing” to analyze whose bodies lie outside the borders of who is considered the appropriate reproductive citizen. Are all bodies subject to reproductive enframing under a totalizing technological ideology that Martin Heidegger refers to as Gestell? Or, does Belu’s notion of “partial enframing” allow a space to queer, or upset, our current understanding of such ideology? By queering the way that we currently (...) view assisted reproductive technology, can we widen the frame or cross its borders? In this article, I am primarily concerned with the necessity to queer French reproductive policy, though the questions I raise can be extended to any critiques of ART. (shrink)

This article addresses the so-called to human rights. Focusing specifically on the work of Onora O'Neill, the article challenges two important aspects of her version of this objection. First: its narrowness. O'Neill understands the claimability of a right to depend on the identification of its duty-bearers. But there is good reason to think that the claimability of a right depends on more than just that, which makes abstract (and not welfare) rights the most natural target of her objection (section (...) II). After examining whether we might address this reformulated version of O'Neill's objection by appealing to the specificity afforded to human rights in international, regional and domestic law (in section III), the article challenges a second important feature of that objection by raising doubts about whether claimability is a necessary feature of rights at all (section IV). Finally, the article reflects more generally on the role of abstraction in the theory and practice of human rights (section V). In sum, by allaying claimability-based concerns about abstract rights, and by illustrating some of the positive functions of abstraction in rights discourse, the article hopes to show that abstract rights are not only theoretically coherent but also useful and important. (shrink)

The question of “how one should philosophize?” is driven not only out of the desire to have a glimpse of the ideas worthy to be regarded as true, but also to address the pressing problems of the time. Marx’s humanism, as articulated mainly in the Economic and Philosophic Manuscripts of 1844, suggests a certain thinking that addresses the latter. It is the humanism that discovers the concrete estrangement of workers from the abstraction of the political economy at the backdrop (...) of human emancipation. Heidegger, however, in the Letter on Humanism, poses critical challenge against the humanism Marx suggested. He questions Marx’s humanism (and the humanism in totality) to provide the human being direction to attain its essential humanity, and not just relegate man into inhumanity of animalitas. The paper critically examines the ideas given by Heidegger. Although Heidegger could be correct in his examination of the previous humanism, which includes Marx, how he understands the essence of man as “ek-sistence” is but a form of abstraction, an abstraction which is based in his inhuman concept of thinking. The paper does not entirely denounce Heidegger’s thinking, but appeals to recognize the dangers containing in its ambiguity and abstractness. Marx’s humanism, on the other hand, though has forgotten being, is more concrete. With this, the paper calls to repose the tasks and the questions of humanism, and directs thinking out from the dangers of abstraction to concrete understanding of human beings, their problems and solutions. (shrink)

According to the Standard Model account of religion, religious concepts tend to conform to “minimally counterintuitive” schemas. Laypeople may, to varying degrees, verbally endorse the abstract doctrines taught by professional theologians. But, outside the Sunday school exam room, the implicit representations that tend to guide people’s everyday thinking, feeling, and behavior are about minimally counterintuitive entities. According to the Standard Model, these implicit representations are the essential thing to be explained by the cognitive science of religion. It is (...) argued here that this theoretical orientation of mainstream CSR misses a whole dimension of religiosity—the acceptance of certain religious authorities, that is, the acceptance of other people’s superior expertise. Average believers tend to accept the authority of religious experts who espouse highly counterintuitive ideas that they understand in a distorted form, if at all.... (shrink)

The irrational exuberance associated with contemporary artificial intelligence (AI) reminds me of Charles Dickens: "it was the age of foolishness, it was the epoch of belief" (cf. Nature Editorial, 2016; to get a feel for the vanity fair that is AI, see Mitchell and Krakauer, 2023; Stilgoe, 2023). It is particularly distressing—feels like yet another rerun of Seinfeld, which is all about nothing (pun intended); we have seen it in the 60s and again in the 90s. AI might have had (...) an inauspicious beginning, which may very well be the original sin, and our current predicament is the attendant divine condemnation. Being unable to stand it, however divine it may be, without further ado, I get to the genesis (instead of getting lost in the here-and-now of this or that so-called breakthrough of AI). Here's my unvarnished critique! (shrink)

Some people believe that critical thinking is not a modern science, but its roots are old and deeply rooted in the history of philosophy. Its roots date back to Aristotle, the inventor of logic and who was called the first teacher by virtue of this invention. Aristotle was impressed by the language of mathematics and wanted to invent a language to logic similar to the language of Mathematics. What encouraged Aristotle to do so is that Math language is quite (...) different from daily life language. For example , when you say one in Mathematics language, what is this one you mean or intend? That is what is one? Is it a specific man or an animal or something abstract or any creature of the creatures of the natural world? The one we are talking about is neither this nor that and you can use it to talk about one human being or one animal or one creature. Therefore, the concept of the one is something abstract and it is so far from the creatures of the exterior world. Geometry has the same case. Triangle, quarter and rectangle as such are mere geometrical shapes and are far away from real life language. But when we use them in our daily life language we give them specific life meanings. -/- As I said, Aristotle was impressed by the language of Mathematics and wanted to build a similar language for logic .The rationale behind this is to get away from the language of ambiguity caused by the use of daily life language .One word or utterance in a language has many usages in one language or when translated into other languages , and therefore it causes many problems in usage instead of simplifying it and this is what Aristotle tried to avoid. Aristotle chose letters instead of words, the letter is part of the word, and the letter is meaningless unless it is a part of the word. The meaning of a letter depends on its occurrence in the word. If you compose a word from a group of letters and use it , it becomes ambiguous because it becomes part of the used language. -/- However, Aristotle did not combine letters in a word but he used them as abstract letters and gave them meanings in the language of logic where there is no divergence about its use. Aristotle used them in syllogism and they mean the limits of reason . Until recently critical thinking was part of formal logic and learning it means that you have logical background or at least you are familiar with the rules and fundamentals of logic. But critical thinking theorists soon took the initiative to separate it from logic because the latter started to suffer from its rules which are difficult to understand and which require some awareness and thoughts on the part of the scholar to understand. Hence , critical thinking is not supposed to possess a background of logic and it adopts a specific questioning approach where it suggests a number of questions the practitioner of critical thinking has to successively answer since he has to make sure that the opinion he reaches does not rely on any subjective considerations. This is how the skills that are acquired on a continuum of related critical questions are established ,this is not to mention that the concept of critical thinking itself is usually defined in this context as the awareness of such kinds of questions and the ability to arouse and answer them at appropriate times. My paper explains, How to be able to implement these skills in high education and what are the benefits of these skills? The paper includes; Critical Thinking and Logic Socrates `s Approach The impact of critical thinking on teaching methods Questioning How questions are organized in the light of critical thinking? Using Critical Thinking in Problem-Solving Use of Non-Oral language in Critical Thinking. (shrink)

In dance, there is a practice called ‘marking’. When dancers mark, they execute a dance phrase in a simplified, schematic or abstracted form. Based on our interviews with professional dancers in the classical, modern, and contemporary traditions, it is fair to assume that most dancers mark in the normal course of rehearsal and practice. When marking, dancers use their body-in-motion to represent some aspect of the full-out phrase they are thinking about. Their stated reason for marking is that it (...) saves energy, avoids strenuous movement such as jumps, and sometimes it facilitates review of specific aspects of a phrase, such as tempo, movement sequence, or intention, all without the mental and physical complexity involved in creating a phrase full-out. It facilitates real-time reflection. (shrink)

ABSTRACT Objective: In the bulk of literature on critical thinking, the influence of interest on cognitive and affective processes of individuals has always been a source of debate and disagreement; a reciprocal relationship to be detrimental or facilitative in the development and enhancement of critical thinking as a skill. The present paper aims at explaining and resolving the observed discrepancy, with the combination of a comparative (agreement method) and a (descriptive-analytical). Method: method, on the additive and regressive (...) effect of “interest” on critical thinking-product from the viewpoint of Islamic Traditions. Finding: The finding shows that although interest, as a human tendency, generally has a positive effect on critical thinking, in some cases, the same component prevents seeing the shortcomings and defects as well. Therefore, in critical thinking, which requires more judgment and evaluation in order to promote it, one must control the interest in the subject in order to form a critical view of the issue properly. Based on the results, it is suggested that more attention should be paid to the regressive role of interest in critical thinking, especially in the cognitive and metacognitive understanding of the mental structure of thinking. Accordingly, an updated and systematic rereading of religious doctrines is one of the necessities of the conscious life in the third millennium, especially when the effective and productive approach to psychological components is more and more needed for today's life. Conclusion: Also, it is strongly suggested that the insights driven by Islamic traditions especially those that tap upon the issues on psychology are diverse and rich, providing a cultivated and rich ground for an understanding of human cognition and mind. (shrink)

Proprioception is usually used in reference to body movement and the self-perception of body movement. Proprius in Latin means “one’s own,” or “self.” It refers to the physical knowledge acquired, say, in the process of doing a particular activity, such as riding a bicycle, for instance. You can be told how to ride a bicycle, and this may be of some help. But in the end, it’s the physical knowledge and not the mere theoretical knowledge that enables you to ride (...) your bike. David Bohm, a world-renowned theoretical physicist, applied this notion of proprioception to the movement of thought, the process of thought. In On Dialogue, he contends that thinking can become aware of its own movement and aware of itself in action: -/- “Proprioception” is a technical term – you could also say “self-perception of thought,” “self-awareness of thought,” or “thought is aware of itself in action.” Whatever terms we use, I am saying: thought should be able to perceive its own movement, be aware of its own movement. In the process of thought there should be the awareness of that movement, of the intention to think, and of the result which the thinking produces. -/- This opens the door to an understanding of thinking as a process like any other physical process, such as riding a bicycle. We usually think of thinking as an abstract process – one of learning abstract knowledge and how to apply that knowledge. And this is what we are primarily taught in school. Unfortunately, some methods used in doing philosophy with children focus too much on strictly developing abstract critical thinking skills. -/- In doing philosophy with children, I am interested in focusing on the process of thinking in the process of thinking. In this way, it is also different from metacognition, which tends to focus on the ability to self-correct in response to the self-assessment toward the completion of a task. (shrink)

Philosopher Martin Heidegger’s writing on the essence of technology has often been seen as too abstract even though he illustrated his concerns with reference to technological developments of his day. While most in the immediate post-World War 2 period judged thermonuclear weaponry to be the most obvious technological threat to the future of humanity, Heidegger instead considered developments in the biological sciences to be more so. In the discussion presented here, Heidegger’s thinking is related to developments in biotechnology, (...) specifically assisted reproductive technology. The task here is (1) to illustrate how Heidegger’s disquiet is manifested in such technologies and (2) to emphasize the significance of his call for a “step back” from the calculative thinking dominant in the natural sciences to what he called, alternately, “essential,” “meditative,” or “commemorative” thinking. Only through this latter mode of thinking can we expect to enter into a “free” relationship to technology. (shrink)

Lipsey and Lancaster's "general theory of second best" is widely thought to have significant implications for applied theorizing about the institutions and policies that most effectively implement abstract normative principles. It is also widely thought to have little significance for theorizing about which abstract normative principles we ought to implement. Contrary to this conventional wisdom, I show how the second-best theorem can be extended to myriad domains beyond applied normative theorizing, and in particular to more abstract theorizing (...) about the normative principles we should aim to implement. I start by separating the mathematical model used to prove the second-best theorem from its familiar economic interpretation. I then develop an alternative normative-theoretic interpretation of the model, which yields a novel second best theorem for idealistic normative theory. My method for developing this interpretation provides a template for developing additional interpretations that can extend the reach of the second-best theorem beyond normative theoretical domains. I also show how, within any domain, the implications of the second-best theorem are more specific than is typically thought. I conclude with some brief remarks on the value of mathematical models for conceptual exploration. (shrink)

This essay challenges the influential view that Isaiah Berlin and Hannah Arendt played a central role in inaugurating an ‘anti-utopian age’. While the two thinkers certainly did their share to discredit the radical utopian inclination to portray a political blueprint in the abstract, I show that neither was straightforwardly anti-utopian. On the contrary, both thinkers’ writings display a different kind of utopian thinking, consisting in an imaginative and idealized reconstruction of existing polities. Schematically put, Berlin’s utopia was England (...) reconstructed as a quintessential liberal society, whereas Arendt’s utopia was America reconstructed as a quintessential modern free republic. Those two polities differ from each other in important respects, but they share two essential features in common: they are claimed to be exempt from the rise of totalitarianism; and they allegedly give men and women the decent chance to live a fulfilling life. To illustrate Berlin’s and Arendt’s overlapping and yet differing visions, I consider their contrasting responses to the upheaval of 1968 – a possible utopian moment in the late 20th century. While their responses could scarcely be more different, they were informed by their shared desire to imagine an ideal polity in what both regarded as the darkest century in human history. (shrink)

After two centuries, the Diltheyan idea of the incommensurability of the natural and social sciences remains hegemonic. Alternative visions have since been overlooked; in this regard, the Baden neo-Kantian school showed that any divergence concerns implied method and not the phenomenal object of studies. W. Windelband coined the terms “nomological” and “idiographic” to underline how each discipline can be explained as a science of both law and events. To begin, I will show how complex thinking can expand and institute (...) a general integrative frame that overcomes the assumed incommensurability. By “complex,” I mean an anti-reductionist approach to understanding and a consequent ability to reveal the phenomenal world in terms of nested self-organized systems. Social and natural systems are persistent coalescences of individual entities showing series of interduality such as unicity and multiplicity, top-down conservation and bottom-up inno- vation, constraint of law and freedom of agencies. The two instances are maintained together by the rejection of abstracted and isolated concepts and the embrace of a general principle of indeterminacy resolving the apparent contradiction within the parallelization of the extremes as two different moments of analyses rooted in the social and natural classical methods. This paper considers both a) the Positivist attempt in the XIX century to approach the study of social phenomena in terms of law and b) the emergence of a general social science embracing the principle of acasuality, adapted from the study of the subatomic phenomenal world in quantum theory. Finally, this paper sketches how complex methodology can address historical and social studies with system theory in order to overcome classical dualities such as determinism vs. freedom, social vs. individual, and top down conservation vs. bottom up innovation in the form of an integrative parallelization. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A Treatise on Efficacy: Between Western and Chinese ThinkingJeremy E. HenkelA Treatise on Efficacy: Between Western and Chinese Thinking. By François Jullien, translated by Janet Lloyd. Honolulu: University of Hawai'i Press, 2004. Pp. x + 202. $22.00.In A Treatise on Efficacy: Between Western and Chinese Thinking François Jullien argues that the different ways Chinese and Western thinkers have dealt with warfare and diplomacy reflect important (...) differences in how the two cultures understand human action in the world. When Chinese texts such as the Sunzi and the Guiguzi are set up as counterpoints to the Europeans Clausewitz and Machiavelli, Jullien argues that the Aristotelian inheritance of the latter pair is shown to be the cause of their inability to provide clean theories with the consistent predictive power they desired. Chinese strategists, by contrast, meet with no such limitations in the realm of human interaction. The basic difference between Western and Chinese thought that Jullien seeks to demonstrate is that "one constructs a model that is then projected onto the situation, which implies that the situation is momentarily 'frozen.' The other relies on the situation as on a disposition that is known to be constantly evolving" (p. 189; italics in original).Jullien's regular use of the generic terms "Western" and "Chinese" in constructing his comparison will likely give many comparative philosophers pause. But this [End Page 347] need not be a source of worry, as he is careful not to essentialize the two world-views. While he is pointing out patterns and tendencies in the thinking of Europe and China, he is not positing an essential incommensurable difference between them. Rather, he is pointing out that "what remains underdeveloped in the one context is more developed in the other" (p. 145). He goes on to say, "The purpose of our foray into China is not to imagine-let alone fabricate-other 'mentalities'.... It is simply to make use of other possible sources of intelligibility" (ibid.).Jullien begins by showing that Western thought regards human action as something that imposes itself on the world in order to bring about a predetermined goal. This is a natural consequence of the belief that the world is created: belief in creation implies something existing outside that creation, thus an intention behind that creation, and thus a transcendent norm toward which things within that creation aim. This two-leveled ontology of creator and creation yields a distinction between theory and practice, wherein practice always aims-and ultimately fails-at implementing an ideal that is established by theory. This worldview has led to demonstrable success in the sciences but meets with frequent frustration in the arena of human interaction. This limitation has been recognized by strategists in the West but has never been successfully resolved.Aristotle was the first to identify and try to resolve this problem. He posited phronesis as the skill that enables an individual to apply a model to the world successfully. For Aristotle such successful action consists of first identifying one's desired end and then reasoning back to one's present situation in order to establish the best means to achieve that end. Jullien's analysis shows that Clausewitz was working with the same model more than two thousand years later. Clausewitz believed that earlier attempts at creating a general theory of warfare had failed to achieve their goal-namely, to provide a model of warfare that a general could use to ensure victory-because the opponent's actions are unpredictable. The system that the military strategist is dealing with, then, is not mechanistic, and consequently plans are easily frustrated by ever-changing circumstances. But Clausewitz was unable to conceive of strategy as based on anything other than plans.For Clausewitz, warfare is composed of distinct engagements, separate moments in time where an army seeks to impose a plan on the world. Seeing warfare as composed of distinct moments means that time is an opponent, for time brings with it change and uncertainty and thus a greater chance that one's plans will be frustrated. Opportunity, then, is something unexpected-a chance happening at a specific moment that can be taken advantage of only... (shrink)

We suggest that there is confusion between why consciousness developed and what additional functions, through continued evolution, it has co-opted. Consider episodic memory. If we believe that episodic memory evolved solely to accurately represent past events, it seems like a terrible system—prone to forgetting and false memories. However, if we believe that episodic memory developed to flexibly and creatively combine and rearrange memories of prior events in order to plan for the future, then it is quite a good system. We (...) argue that consciousness originally developed as part of the episodic memory system—quite likely the part needed to accomplish that flexible recombining of information. We posit further that consciousness was subsequently co-opted to produce other functions that are not directly relevant to memory per se, such as problem-solving, abstract thinking, and language. We suggest that this theory is compatible with many phenomena, such as the slow speed and the after-the-fact order of consciousness, that cannot be explained well by other theories. We believe that our theory may have profound implications for understanding intentional action and consciousness in general. Moreover, we suggest that episodic memory and its associated memory systems of sensory, working, and semantic memory as a whole ought to be considered together as the conscious memory system in that they, together, give rise to the phenomenon of consciousness. Lastly, we suggest that the cerebral cortex is the part of the brain that makes consciousness possible, and that every cortical region contributes to this conscious memory system. (shrink)

Abstract One of the most important things that the Darwinian revolution affected is the previous teleological thinking. In particular, the attribution of functions to various entities of the natural world with explanatory pretensions. In this change, his theory of natural selection played an important role. We all agree on that, but the diversity and heterogeneity of the answers that try to explain what Darwin did exactly with functional biology are overwhelming. In this paper I will try to show (...) how Darwin modified previous functional biology. Pre-Darwinian naturalists did not hesitate to attribute functions in which, for example, the traits of one species were in the service of other species. I will try to show that this has consequences on the discussion regarding the nature of functional language, since the main approaches, the systemic and the etiological, do not adequately account for these changes and therefore do not account for the way functional biology regulates the kind of legitimate functions. I will outline a possible new solution to this problem: appropriate functional attributions in Darwinian functional biology could be regulated by a theory or a set of laws that provide the criteria for determining its fundamental concepts. -/- Resumen: Una de las cosas más importantes a las que la revolución darwiniana afectó es el pensamiento teleológico previo. En particular, la atribución de funciones a diversas entidades del mundo natural con pretensiones explicativas. En este cambio, su teoría de la selección natural desempeñó un papel importante. Todos estamos de acuerdo en ello, pero la diversidad y heterogeneidad de las respuestas que tratan de explicar lo que Darwin hizo exactamente con la biología funcional son abrumadoras. En este artículo intentaré mostrar cómo Darwin modificó la biología funcional anterior. Los naturalistas predarwinianos no dudaban en atribuir funciones en las que, por ejemplo, los rasgos de una especie estaban al servicio de otras especies. Intentaré mostrar que esto tiene consecuencias en la discusión sobre la naturaleza del lenguaje funcional, pues los principales enfoques, el sistémico y el etiológico, no dan cuenta adecuadamente de estos cambios y, por tanto, no dan cuenta de la forma en que la biología funcional regula el tipo de funciones legítimas. Esbozaré una posible nueva solución a este problema: las atribuciones funcionales apropiadas en la biología funcional darwiniana podrían estar reguladas por una teoría o un conjunto de leyes que proporcionen los criterios para determinar sus conceptos fundamentales. -/- . (shrink)

ABSTRACT According to comparativism, comparative confidence is more fundamental than absolute confidence. In two recent AJP papers, Stefánsson has argued that comparativism is capable of explaining interpersonal confidence comparisons. In this paper, I will argue that Stefansson’s proposed explanation is inadequate; that we have good reasons to think that comparativism cannot handle interpersonal comparisons; and that the best explanation of interpersonal comparisons requires thinking about confidence in a fundamentally different way than that which comparativists propose: specifically, we should (...) think of confidence as a dimensionless quantity. (shrink)