Mental (or semantic) holism is the doctrine that the identity of a belief content (or the meaning of a sentence that expresses it) is determined by its place in the web of beliefs or sentences comprising a whole theory or group of theories. It can be contrasted with two other views: atomism and molecularism. Molecularism characterizes meaning and content in terms of relatively small parts of the web in a way that allows many different theories to share those parts. For (...) example, the meaning of 'chase' might be said by a molecularist to be try to catch. Atomism characterizes meaning and content in terms of none of the web; it says that sentences and beliefs have meaning or content independently of their relations to other sentences or beliefs. One major motivation for holism has come from reflections on the natures of confirmation and learning. As Quine (1953) observed, claims about the world are confirmed not individually, but only in conjunction with theories of which they are a part. And typically, one cannot come to understand scientific claims without understanding a significant chunk of the theory of which they are a part. For example, in learning the Newtonian concepts of 'force', 'mass', kinetic energy' and 'momentum', one doesn't learn any definitions of these terms in terms that are understood beforehand, for there are no such definitions. Rather, these theoretical terms were all learned together in conjunction with procedures for solving problems. The major problem with holism is that it threatens to make generalization in psychology virtually impossible. If the content of any state depends on all others, it would be extremely unlikely that any two believers would ever share a state with the same content. Moreover, holism would appear to conflict with our ordinary conception of reasoning. What sentences one accepts influence what one infers. if i accept a sentence and then later reject it, i thereby change the inferential role of that sentence, so the meaning of what i accept wouldn't be the same as what i later reject. but then it would be difficult to understand on this view how one could rationally --or even irrationally!-- change one's mind. and agreement and translation are also problematic for much the same reason. holists have responded (1) by proposing that we should think not in terms of "same/different" meaning but in terms of a gradient of similarity of meaning, (2) by proposing "two factor" theories or (3) by simply accepting the consequence that there is no real difference between changing meanings and changing beliefs. (shrink)

Mental (or semantic) holism is the doctrine that the identity of a belief content (or the meaning of a sentence that expresses it) is determined by its place in the web of beliefs or sentences comprising a whole theory or group of theories. It can be contrasted with two other views: atomism and molecularism. Molecularism characterizes meaning and content in terms of relatively small parts of the web in a way that allows many different theories to share those parts. For (...) example, the meaning of 'chase' might be said by a molecularist to be try to catch. Atomism characterizes meaning and content in terms of none of the web; it says that sentences and beliefs have meaning or content independently of their relations to other sentences or beliefs. One major motivation for holism has come from reflections on the natures of confirmation and learning. As Quine (1953) observed, claims about the world are confirmed not individually, but only in conjunction with theories of which they are a part. And typically, one cannot come to understand scientific claims without understanding a significant chunk of the theory of which they are a part. For example, in learning the Newtonian concepts of 'force', 'mass', kinetic energy' and 'momentum', one doesn't learn any definitions of these terms in terms that are understood beforehand, for there are no such definitions. Rather, these theoretical terms were all learned together in conjunction with procedures for solving problems. The major problem with holism is that it threatens to make generalization in psychology virtually impossible. If the content of any state depends on all others, it would be extremely unlikely that any two believers would ever share a state with the same content. Moreover, holism would appear to conflict with our ordinary conception of reasoning. What sentences one accepts influence what one infers. if i accept a sentence and then later reject it, i thereby change the inferential role of that sentence, so the meaning of what i accept wouldn't be the same as what i later reject. but then it would be difficult to understand on this view how one could rationally --or even irrationally!-- change one's mind. and agreement and translation are also problematic for much the same reason. holists have responded (1) by proposing that we should think not in terms of "same/different" meaning but in terms of a gradient of similarity of meaning, (2) by proposing "two factor" theories or (3) by simply accepting the consequence that there is no real difference between changing meanings and changing beliefs. (shrink)

Starting from the plurality of explanatory strategies in the actual practice of socialscientists, I introduce a framework for explanatory pluralism – a normative endorsement of the plurality of forms and levels of explanation used by social scientists. Equipped with thisframework, central issues in the individualism/holism debate are revisited, namely emergence,reduction and the idea of microfoundations. Discussing these issues, we notice that in recentcontributions the focus has been shifting towards relationism, pluralism and interaction, awayfrom dichotomous individualism/holism thinking and a winner-takes-all (...) approach. Then, thechallenge of the debate is no longer to develop the ultimate individualistic approach ordefending the holist approach, but rather how to be combine individualism and holism; howcan they co-exist, interact, be integrated or develop some division of labour, while making thebest out of the strengths and limitations of the respective explanatory strategies of holists andindividualists? Thus, the debate shifts to how exactly pluralism should be understood as thenext leading question, going beyond the current individualism/holism debate. The paper endswith a discussion and evaluation of different understandings of explanatory pluralismdefended in the literature. (shrink)

Jerry Fodor and Ernest Lepore (1999/2002) frame the debate over meaning holism in terms of a distinction between meaning atomism and meaning anatomism. The former holds that the meaning of an expression E is determined by some relation between E and some extra-linguistic entity. The latter holds that the meaning of E is at least partly determined by some of E’s “inward” relations (IRs) with other expressions in the very language. They (1992) argue that meaning anatomism inevitably collapses into meaning (...) holism, which is the view that the meaning of E is determined by E’s IRs with every other expression in the very language because there is no principled distinction for the anatomist to divide the meaning-determining IRs from the non-meaning-determining ones. In response, the non-holistic anatomist urges that Fodor and Lepore’s no-principled-basis consideration is groundless because the lack of a generally accepted criterion for such a distinction does not undermine the viability of the distinction itself. While this point is well taken, I think that Fodor and Lepore are onto an important question here. That is, what does it make non-holistic anatomism distinctive from its holistic counterpart if without a principled basis for the distinction among IRs? I look into this question and give an alternative argument from Fodor and Lepore’s to suggest that non-holistic anatomism cannot bypass the no-principled-basis consideration. The non-holistic anatomist will need a principled distinction in kind between IRs to back her point. (shrink)

The Holistic Governance Model (HGM): A Blueprint for the Future -/- Introduction -/- Governments today face increasing challenges, from economic instability and climate change to corruption and social inequality. No single government system has fully solved these issues, but by integrating the best aspects of existing models, we can create an optimal governance system. -/- The Holistic Governance Model (HGM) is a hybrid system that combines elements from Social Democracy, Technocracy, Semi-Direct Democracy, China’s Whole-Process People’s Democracy, and the (...) Modified Westminster System. It leverages AI-driven policy-making, technocratic expertise, direct citizen participation, and long-term national planning to create a balanced, efficient, and just government system. -/- 1. Core Foundations of the Holistic Governance Model -/- The HGM is built on six fundamental pillars, ensuring that governance is efficient, democratic, and sustainable. -/- 1.1. Economic System: A Hybrid of Capitalism and State Planning -/- Inspired by: Singapore (Technocracy), China (State-Controlled Development), Nordic Model (Social Welfare), and Switzerland (Financial Stability) ✅ Key Industries Under State Control: The government regulates healthcare, energy, and transportation while allowing free-market innovation. ✅ Smart Capitalism: Entrepreneurs and businesses thrive, but AI-driven economic planning ensures fair wealth distribution. ✅ Universal Basic Assets (UBA): Instead of universal basic income (UBI), citizens receive free housing, education, and healthcare, ensuring financial security. ✅ AI-Assisted Economy: AI predicts recessions, optimizes budgets, and prevents financial crises. -/- 1.2. Political System: A Dynamic Semi-Direct Democracy -/- Inspired by: Switzerland (Direct Democracy), Westminster System (Parliament), and Singapore (Meritocratic Leadership) ✅ Two-Tier Voting System: -/- General Elections: Citizens vote for representatives every 4-5 years. -/- National Referendums: Citizens directly vote on major policies twice a year. ✅ Technocratic Advisory Board (TAB): A non-political panel of scientists, economists, and AI experts advises the government. ✅ Decentralized Local Governance: Cities and regions have autonomy while aligning with national laws. -/- 1.3. Education & Human Development: AI-Powered Lifelong Learning -/- Inspired by: Nordic Model (Free Education), Singapore (STEM Focus), and China (AI Integration) ✅ Free Public Education for Life: Every citizen has access to continuous learning, including college and skill retraining. ✅ AI-Based Personalized Learning: Students use AI tutors that adapt to their learning pace. ✅ Ethics & Critical Thinking Curriculum: Courses in philosophy, logic, and decision-making prevent misinformation and ignorance. -/- 1.4. Healthcare & Social Welfare: AI-Driven Preventive Medicine -/- Inspired by: Nordic Model (Universal Healthcare), Singapore (Tech-Driven Healthcare), and China (Mass Coverage) ✅ Government-Funded Universal Healthcare: Citizens receive free basic healthcare, with private options available. ✅ AI & Robotics in Medicine: AI diagnoses diseases early, reducing medical costs. ✅ Preventive Healthcare Policy: Citizens receive incentives for maintaining good health (fitness programs, nutrition plans). -/- 1.5. Environmental & Energy Policies: The Green Industrial Revolution -/- Inspired by: China (Renewable Energy Expansion), Nordic Model (Sustainability Laws), and Singapore (Urban Planning) ✅ Mandatory Green Technology Adoption: Businesses must comply with strict eco-friendly policies. ✅ Carbon Credit Economy: Citizens and companies earn rewards for reducing carbon footprints. ✅ 100% Renewable Energy by 2050: The government funds solar, wind, and AI-optimized energy grids. -/- 1.6. Law & Order: AI-Governed Justice & Anti-Corruption Measures -/- Inspired by: Switzerland (Independent Judiciary), Singapore (Strict Law Enforcement), and China (AI in Governance) ✅ AI-Assisted Judiciary: AI helps judges analyze case laws for fair, unbiased rulings. ✅ Zero-Corruption Policy: Public officials caught in corruption face lifetime bans from government service. ✅ Balanced Civil Rights & Security: -/- Freedom of Speech: Citizens can express opinions, but disinformation is regulated. -/- AI Surveillance for Security: AI prevents crime while protecting privacy. -/- 2. Government Structure of HGM -/- 2.1. Executive Branch: The President, Prime Minister, and Technocrats -/- President (Elected by Public Vote) → Oversees national policies and international relations. -/- Prime Minister (Elected by Parliament) → Manages daily governance. -/- Technocratic Economic Council → Expert-led economic planning. -/- AI-Assisted Policy Bureau → Uses AI for healthcare, infrastructure, and environmental policies. -/- 2.2. Legislative Branch: Semi-Direct Parliament -/- Lower House (Elected Officials) → Creates laws based on citizen participation. -/- Upper House (Experts & Regional Representatives) → Reviews laws for scientific and ethical validity. -/- Referendum System → Citizens directly vote on key national issues. -/- 2.3. Judicial Branch: AI-Assisted Supreme Court -/- Independent Court System → Ensures justice and constitutional balance. -/- AI Legal Analysis → AI helps judges analyze previous cases and evidence. -/- 3. Implementation Strategy: How to Apply HGM Worldwide -/- To implement HGM, a phased approach is needed: -/- Phase 1 (0-5 Years): Research & AI Integration -/- ✅ Establish an HGM Global Research Center to develop AI governance models. ✅ Pilot AI-assisted economic planning in select countries. -/- Phase 2 (5-10 Years): Education & Public Awareness -/- ✅ Introduce HGM-based education systems (critical thinking, AI governance). ✅ Encourage political reforms to adopt hybrid governance models. -/- Phase 3 (10-20 Years): Nationwide Policy Implementation -/- ✅ Countries gradually adopt the HGM framework, with AI monitoring national progress. ✅ Global partnerships for climate change action and digital economy growth. -/- Phase 4 (Beyond 20 Years): Global Standardization -/- ✅ Establish an HGM Alliance for international cooperation. ✅ Implement AI-driven global policies on poverty, sustainability, and digital rights. -/- 4. Why the HGM is the Future of Governance -/- The Holistic Governance Model (HGM) offers the most advanced, efficient, and democratic government system by combining AI governance, citizen participation, economic stability, and social equality. -/- Conclusion: A Government System for the 21st Century -/- The Holistic Governance Model (HGM) combines the best government systems into a single, optimized model. By implementing AI, technocracy, direct democracy, and long-term planning, HGM ensures: ✅ Efficient economic management ✅ Social equality without excessive taxation ✅ Democratic participation with AI-driven transparency ✅ Sustainable environmental policies ✅ Corruption-free governance -/- If adopted globally, HGM could transform human civilization into a more just, advanced, and sustainable society. -/- . (shrink)

Philosophers of science are divided over the interpretations of scientific normativity. Larry Laudan defends a sort of goal-directed rules for scientific methodology. In contrast, Gerard Doppelt thinks methodological rules are a mixed batch of rules in that some are goal-oriented hypothetical rules and others are goal-independent categorical rules. David Resnik thinks that the debate between them is at a standstill now. He further thinks there are certain rules, such as the rule of consistency which is goal independent. However, he proposes (...) a holistic understanding of the scientific methodology. Taking a thread from Resnik, the present paper also advocates a holistic understanding of the scientific methodology. Given that many scientific practices deal with systems, the focus will be given to the systems by assuming each as a constellation of methodological norms. By taking each system as a set of mutually supportive methodological rules whose instrumental values underwrite the coherence relation among them, the paper aims to provide what could be a viable holistic epistemological account that can explain scientific normativity at work in a scientific system. The paper will lay down specific holistic criteria for understanding the scientific methodology. They will be used to show how a holistic account could satisfactorily account for the success of the Compact Muon Solenoid (CMS) experiment in discovering the Higgs boson and how the holistic account can account for the instrumental error behind the apparent faster-than-light neutrino anomaly of the Oscillation Project with Emulsion-t Racking Apparatus (OPERA) experiments respectively. (shrink)

Purpose A mixed-method study was performed to determine the impact of integrating systems thinking (ST) into an electronic learning module for junior high school teachers in the Philippines. The study aims to assess how an ST approach to pedagogy compared against a conventional approach in terms of contribution to the participants’ global climate change content knowledge, holistic thinking and depth and accuracy of knowledge and reasoning. -/- Design/methodology/approach The study implemented e-learning modules using an ST approach versus (...) a conventional approach in teaching climate science to junior high school teachers. The paper presents quantitative data obtained from pre and posttests results of the 20 teacher-participants and qualitative data obtained during the focus-group discussion (FGD) after the implementation of the study. -/- Findings The results from the statistical analysis indicated that the ST group obtained a significant increase in their assessment scores compared to the non-ST group, according to predetermined criteria. Content knowledge, depth and accuracy of knowledge and reasoning increased the most. The participants mentioned during the FGD that the module helped deepen their understanding of climate change. -/- Research limitations/implications The study was limited to 20 teacher-participants, but it has relevance for public school teachers in the country given that participants had raised concerns regarding the lack of training in their schools for teaching climate science. They admitted that they lacked critical information to include in climate change topics in their classes. -/- Originality/value This paper shows how the ST approach can be used to teach climate change to junior high students. The e-learning module can provide teachers with better understanding, knowledge and reasoning to teach climate change to high school students more effectively. (shrink)

The study aimed to identify Design Thinking and its use in NGOs in Gaza Strip. In order to achieve the objectives of the study and to test its hypotheses, the analytical descriptive method was used, relying on the questionnaire as a main tool for data collection. The study society was one of the decision makers in the local NGOs in the Gaza Strip. The study population reached 78 local NGOs in Gaza Strip. The overall inventory of the possible study (...) community was based mainly on the use of the SPSS in processing and analyzing the data obtained through the survey tool. Smart-PLS was also used to construct the structural equation model (SEM) Analyzing the relationship between study variables. The study found that Design Thinking mediates the relationship between the management of process design and decision making with a holistic effect. The study showed the interest of local NGOs in creating a good mental image in the local community. And the ownership of local NGOs to the expertise and technical skills required to implement the projects, and showed the adoption of local NGOs in their activities to meet the needs of the beneficiaries and their wishes, and local NGOs analyze the problem, and causes, through data relevant to the decision, based on reference data for decision-making. The main recommendations of the study are: The need for senior management in the local NGOs in Gaza Strip to adopt the methodology of design thinking because of its impact on the sustainability of the projects, design the technical feasibility study and meet the wishes of the beneficiaries. (shrink)

Comprehensive Implementation of a Holistic Educational System in the Philippines -/- To implement a holistic educational system in the Philippines, we need a step-by-step national strategy that integrates the universal law of balance in nature, critical thinking, and systems-based learning into the foundational education system. Below is a detailed plan tailored for the Philippine context. -/- 1. Reforming the Curriculum -/- A. Core Subjects with Integrated Holistic Principles -/- Science & Systems Thinking – Teach students (...) how natural and societal systems function, focusing on cause and effect, sustainability, and error-free systems. -/- Critical Thinking & Problem-Solving – Introduce logic, reasoning, and debate at all levels to counter misinformation and propaganda. -/- Ethics & Social Responsibility – Teach the law of karma (cause-effect in human actions) and how leadership decisions affect societal balance. -/- Environmental Sustainability & Population Awareness – Integrate lessons on balancing economic growth, resource management, and population control. -/- Technology & AI Integration – Prepare students for the future by teaching responsible AI use and its role in governance and decision-making. -/- 2. Teacher Training & Development -/- A. Nationwide Teacher Retraining Program -/- Establish Holistic Education Training Centers to retrain teachers in systems thinking, natural law applications, and balanced decision-making. -/- Partner with universities and global educational organizations to update teaching methodologies. -/- B. Leadership Development for School Administrators -/- Require school principals and education policymakers to undergo holistic leadership training. -/- Train them in scientific governance, ethical decision-making, and educational reform strategies. -/- 3. Multi-Level Educational Implementation -/- A. Basic Education (K-12) -/- Elementary Level: Focus on curiosity-driven learning, emotional intelligence, and early understanding of natural laws. -/- High School Level: Introduce systems thinking, governance studies, and practical applications of ethics in leadership. -/- B. Tertiary Level -/- Modify university curricula to incorporate holistic education principles into business, medicine, law, and politics. -/- Establish a Holistic Governance Degree to train future leaders in error-free decision-making based on natural laws. -/- 4. Policy Integration & Government Support -/- A. National Education Reform Bill -/- Propose legislation that mandates holistic education principles in DepEd and CHED curricula. -/- Require all government officials and policymakers to undergo holistic education training. -/- B. Integration with National Development Plans -/- Align holistic education with the Philippine Development Plan (PDP) to ensure sustainable governance. -/- Establish a National Holistic Education Advisory Council under DepEd, CHED, and NEDA. -/- 5. Public Awareness & Societal Involvement -/- A. Media & Community Engagement -/- Launch a nationwide information campaign via TV, radio, and social media to educate the public. -/- Encourage barangay-level seminars to help communities understand and apply holistic education. -/- B. Collaboration with Religious & Cultural Institutions -/- Work with Catholic, Muslim, and Indigenous leaders to align holistic education with ethical teachings without contradicting faith. -/- Encourage churches and mosques to support holistic education as a moral responsibility. -/- 6. AI & Technology Integration -/- A. AI-Powered Learning Tools -/- Develop adaptive AI tutors that help students understand complex systems and real-world decision-making. -/- Integrate AI-driven educational simulations to teach governance, economics, and environmental balance. -/- B. AI for Governance Monitoring -/- Use AI-assisted analysis to monitor government policies and detect potential societal imbalances before they escalate. -/- Train policymakers in data-driven decision-making using holistic education principles. -/- 7. Continuous Evaluation & Feedback -/- A. National Research & Development Program -/- Establish a Philippine Holistic Education Research Institute to study the long-term impact of the program. -/- Implement feedback mechanisms where students, teachers, and communities report inefficiencies and suggest improvements. -/- 8. Pilot Implementation & Nationwide Rollout -/- A. Phase 1: Pilot Program (Years 1-3) -/- Implement holistic education in select regions (Luzon, Visayas, Mindanao) as test sites. -/- Assess effectiveness before nationwide expansion. -/- B. Phase 2: Expansion (Years 4-6) -/- Gradually integrate holistic principles into all public and private schools. -/- Launch teacher retraining programs nationwide. -/- C. Phase 3: Full Implementation (Years 7-10) -/- Make holistic education mandatory across all educational institutions. -/- Implement AI-driven policy monitoring to ensure governance aligns with holistic principles. -/- Conclusion: The Future of Philippine Education -/- By implementing this comprehensive holistic educational system, the Philippines can transform its governance, economy, and societal well-being. This approach will ensure that future generations make decisions based on natural laws, critical thinking, and ethical responsibility—ultimately leading to a more stable and prosperous nation. -/- . (shrink)

RELIGION TODAY (2nd edition) offers a refreshing introduction to the academic study of religion with a particular emphasis on critically informed analysis. The book skillfully explores diverse religious traditions and phenomena, providing readers with a comprehensive overview that encourages them to engage critically with the subject and materials. Written for an undergraduate audience, this book is accessible and well-organized, making it suitable for both students and general readers interested in sharpening their understanding of religion. Overall, Religion Today is a valuable (...) resource for anyone seeking to approach the academic study of religion. Its holistic approach, engaging writing style, and emphasis on critical thinking make it a welcome addition to various religious studies curriculums or personal libraries.” — Brad Stoddard, associate professor of Religious Studies, McDaniel College. (shrink)

The Importance of Holistically Empowering All Levels of Government Leadership for National Development -/- A nation’s progress is deeply rooted in the quality of its leadership at all levels of government. Effective governance requires more than just political authority—it demands informed decision-making, ethical governance, and strategic planning to achieve sustainable development. Holistically empowering all levels of government leadership is crucial to ensuring that policies are implemented effectively, economic stability is maintained, and the country remains resilient against global and local challenges. (...) Without well-trained and knowledgeable leaders, a nation risks falling into cycles of corruption, inefficiency, and instability. -/- This essay explores the importance of empowering all levels of government leadership, emphasizing how this approach strengthens governance, improves policy implementation, stabilizes the economy, and promotes sustainable national development. -/- Strategic and Balanced Decision-Making -/- When all levels of government leadership—from local officials to national policymakers—are holistically educated and empowered, decision-making becomes more strategic and well-balanced. Informed leaders understand the long-term consequences of their actions and avoid making impulsive or politically motivated choices that could destabilize the country. This ensures that governance is driven by rational planning rather than personal or short-term interests. -/- For example, countries with strong leadership development programs, such as Singapore, have demonstrated how well-informed leaders can create policies that prioritize long-term economic stability and social welfare over immediate political gains. By empowering leaders with knowledge of sustainable development, a nation ensures that progress is not only rapid but also lasting. -/- Strengthening Governance and Accountability -/- Weak leadership structures are often the root cause of corruption and inefficiency. When government leaders lack proper education in governance, economics, and ethics, they become more susceptible to corrupt practices or poor decision-making. Holistically empowering leaders through continuous education, training, and ethical reinforcement ensures a transparent and accountable government. -/- A good example is Scandinavian countries, where leadership development programs emphasize ethics, social responsibility, and economic sustainability. As a result, these countries have some of the lowest corruption levels in the world, proving that well-educated leaders are less likely to engage in corrupt activities. -/- Effective Policy Implementation -/- Even the best policies will fail if they are not implemented properly. Many developing nations struggle with policy execution due to gaps in leadership competency at different government levels. When national leaders create policies without ensuring that local leaders understand and support them, the implementation becomes weak or inconsistent. -/- By empowering leadership across all government levels, policies can be efficiently translated into real-world progress. For example, China’s rapid development was achieved not only through national-level planning but also by ensuring that local government officials were highly trained in economic management, urban planning, and infrastructure development. -/- Economic and Social Stability -/- A country’s economic health depends on leadership that understands economic sustainability. Leaders who rely solely on continuous economic growth without balancing resource management and population control risk creating long-term economic instability. -/- For instance, excessive reliance on resource extraction without reinvesting in sustainable industries has led to economic collapse in countries like Venezuela. In contrast, nations such as Germany have maintained economic stability by ensuring that government leaders at all levels are educated in economic sustainability and long-term planning. -/- Holistic leadership education should emphasize the balance between economic growth, environmental sustainability, and population regulation. Leaders must understand that wealth creation should serve the long-term needs of the people rather than short-term financial gains. -/- Resilience Against Global and Local Challenges -/- Every country faces challenges, whether from climate change, economic recessions, or political crises. A government with empowered leaders at all levels can respond effectively to these challenges. -/- For example, Japan’s efficient response to natural disasters is a result of well-trained leaders at every level of governance, from local mayors to national emergency coordinators. These leaders are educated in crisis management, ensuring that the country can adapt and recover quickly from disasters. -/- Without holistic leadership training, many nations struggle to respond to crises, leading to unnecessary loss of life, economic damage, and political instability. -/- Encouraging Grassroots Development -/- Sustainable development does not only happen at the national level—it must also be driven from the grassroots. Local government leaders play a crucial role in addressing the needs of their communities. When they are empowered with the right knowledge and skills, they can implement national policies effectively while addressing specific local challenges. -/- A good example is how decentralized governance in Switzerland has allowed local leaders to make independent decisions tailored to their communities’ needs while still aligning with national policies. This has led to high-quality public services and economic development at all levels. -/- Reducing Political Polarization and Populism -/- One of the biggest threats to democracy and governance today is political polarization fueled by misinformation and populism. Leaders who lack a holistic education in governance, economics, and social balance are more likely to manipulate public opinion for personal gain. This leads to societal divisions and weak governance. -/- When leaders are trained to understand the principles of balanced decision-making, they can guide the public towards rational, evidence-based solutions rather than emotional or ideological extremes. Countries that invest in political leadership education, such as Canada, have more stable governments with less political conflict. -/- Enhancing International Relations and Competitiveness -/- A country’s ability to engage in diplomacy, attract foreign investment, and maintain strong trade relations depends on the competency of its leaders. Well-educated and empowered government officials can negotiate better trade agreements, establish beneficial international partnerships, and improve the country’s global reputation. -/- For instance, Singapore has become one of the world’s most competitive economies due to its well-trained leaders who understand global trade dynamics, technology, and economic planning. Without a strong leadership framework, countries struggle to remain competitive in an increasingly interconnected world. -/- Solution: A Holistic Leadership Education System -/- To achieve holistic empowerment of government leadership, a structured and continuous leadership education system must be implemented. This system should include: -/- 1. Integration of Leadership Training in Education – Basic education should include subjects that develop critical thinking, governance principles, and ethical decision-making. -/- 2. Specialized Leadership Training for Government Officials – Ongoing training programs should be provided for government officials at all levels to improve their skills in policy-making, economics, and governance. -/- 3. Application of the Universal Law of Balance in Governance – Leaders should be educated on how to apply balance in decision-making to avoid extreme policies that harm economic and social stability. -/- 4. Transparency and Public Accountability Programs – Public officials should be trained in ethical governance, with strict accountability mechanisms in place. -/- Conclusion -/- Holistically empowering all levels of government leadership is the key to a nation’s sustainable development. When leaders are well-trained, accountable, and knowledgeable about governance, economics, and social balance, they can make informed decisions that benefit the country in the long run. -/- A nation that Invests in its leadership structure strengthens governance, improves policy implementation, stabilizes the economy, and builds resilience against crises. By ensuring that leadership education is integrated into all levels of governance, a country can achieve long-term progress and avoid the pitfalls of corruption, political instability, and economic collapse. -/- A true path to national development lies not just in economic policies but in the empowerment of those who lead the nation. -/- . (shrink)

This study focused on the significant relationship between Creative Thinking Skills and Problem-Solving Skills in Mathematics among Grade 6 pupils. The study's respondents were thirty (30) Grade 6 pupils from one of the elementary schools in the District of Sta. Ana, Pampanga. The respondents were selected using simple random sampling techniques. The study used a survey questionnaire comprising the Creative Thinking Skills Test (Pentang et al., 2022) and a researcher-made word problem-solving written test and rubrics. The researchers found (...) a high level of Creative Thinking Skills among the Grade 6 pupils, while the respondents' problem-solving skills were categorized as competent. The study revealed that the Creative Thinking Skills and Problem-Solving Skills in Mathematics of the Grade 6 pupils were very lowly correlated. Still, creative thinking and problem-solving in the applied subject are recommended to help students acquire the 21st-century skills that empower them to develop holistically and career ready. (shrink)

Main principles of the complex nonlinear thinking which are based on the notions of the modern theory of evolution and self-organization of complex systems called also synergetics are under discussion in this article. The principles are transdisciplinary, holistic, and oriented to a human being. The notions of system complexity, nonlinearity of evolution, creative chaos, space-time definiteness of structure-attractors of evolution, resonant influences, nonlinear and soft management are here of great importance. In this connection, a prominent contribution made to (...) system analysis and to a necessary reform of education and thinking by Edgar Morin is considered. (shrink)

-/- The Role of a Holistic Educational System in Shaping Future Generations -/- Introduction -/- Throughout history, human behavior has been influenced by powerful social forces such as organized religion, criminal organizations, and political ideologies. These systems shape the way people think, act, and make decisions. Given this, it is reasonable to ask: If people can be strongly influenced by these forces, why not by a holistic educational system designed to promote knowledge, balance, and ethical decision-making? This essay (...) argues that the key to transforming society lies in producing a next generation of high-quality parents while minimizing the influence of low-quality parenting. Through a well-structured holistic educational system, societies can break negative cycles and create a foundation for a more balanced future. -/- The Power of Influence: Religion, Crime, and Education -/- Organized religion and criminal organizations have long demonstrated the ability to shape human behavior. Religion provides people with a sense of purpose, morality, and community, while criminal organizations use fear, loyalty, and material incentives to maintain their influence. If such systems can strongly shape human decision-making, then a well-designed educational system should be able to do the same—but in a way that leads to societal improvement rather than division or harm. -/- The challenge, however, Is that education often takes time and patience, while other forms of influence can provide immediate emotional or material rewards. Religion promises spiritual fulfillment and an afterlife; criminal organizations promise wealth and protection. To compete with these powerful forces, a holistic educational system must offer not only knowledge but also emotional fulfillment, a sense of purpose, and real-world benefits. -/- The Need for High-Quality Parents -/- One of the fundamental pillars of a holistic educational system must be the creation of high-quality parents—individuals who are knowledgeable, responsible, and capable of raising children with strong values and critical thinking. Since parents are the first educators of their children, their level of education and worldview will shape the next generation. -/- High-quality parents are those who: -/- Understand the universal law of balance and apply it in decision-making. -/- Raise children with critical thinking skills and the ability to question misinformation. -/- Provide emotional stability and ethical guidance. -/- Promote responsible behavior, ensuring that their children become constructive members of society. -/- In contrast, low-quality parenting—which may result from ignorance, lack of education, or harmful belief systems—tends to perpetuate cycles of poverty, violence, and misinformation. If left unaddressed, these negative cycles will continue to spread, making societal progress difficult. -/- Strategies for Producing High-Quality Parents -/- To achieve this transformation, several key strategies must be implemented: -/- 1. Holistic Education for All – A foundational education system that not only teaches academic subjects but also ethical reasoning, emotional intelligence, and critical thinking. This would ensure that all children are exposed to knowledge that helps them break free from ignorance. -/- 2. Parental Education Programs – Providing training for existing parents on responsible parenting, balanced decision-making, and child psychology. Even those who did not receive a strong education in their youth can still learn to become better role models for their children. -/- 3. Incentives for Responsible Parenting – Governments and institutions can introduce policies that encourage responsible parenting, such as better access to education for families, financial incentives for those who pursue parenting education, and social support programs that help parents apply their knowledge. -/- 4. Gradual Cultural Shift – Society must begin to view parenting as a vital responsibility, not just a personal choice. By elevating the status of good parenting through media, public discourse, and education, we can make quality parenting a social expectation rather than an afterthought. -/- The Long-Term Vision -/- By implementing these strategies, future generations will be raised by parents who are better equipped to guide their children toward a balanced and knowledgeable life. This will gradually reduce the number of individuals raised in ignorance or influenced by destructive ideologies. -/- While this approach does not provide immediate results, its long-term impact could be the most effective and sustainable solution to many of society’s problems. Instead of fighting ignorance and imbalance at the adult level—when minds are often rigid—it is more effective to prevent these issues at their root: childhood and parenting. -/- Conclusion -/- If society is serious about progress, it must recognize that education is the most powerful force for change. If organized religion and criminal organizations can strongly shape human behavior, then a well-structured holistic educational system should be capable of the same—but in a way that leads to knowledge, balance, and human flourishing. The key to long-term societal transformation is to produce a next generation of high-quality parents while reducing the influence of low-quality parenting. By prioritizing education, responsible decision-making, and ethical leadership, society can ensure a future where balance and progress replace ignorance and suffering. -/- . (shrink)

Manifesting in diverse forms, mental and emotional health problems within the contemporary society have proven challenging to current biomedical healing practice and thereby remain a significant threat to individuals’ welfare. Considering the complexity of human emotions, ailing members of the society remain susceptible to adverse health implications accountable to poor emotional wellbeing. Spawning across diverse cultures with further support from narrative and explorative philosophies, the presence of body, spirit, and mind remains acknowledged as a fundamental foundation of human beings. The (...) study adopts a theoretical approach to research and subjects base eligible base literature to the Creswell data spiral for addressing the primary research problems. Through a concrete inclusion criterion, a total of 46 studies and corporate reports are explicitly explored within the exploration. The organization of information under themes indicates the imperative role of a myriad of holistic healing approaches in appraising the emotional and psychological welfare of individuals. Findings indicate that the adoption of philosophical reasoning remains critical in capacitating of hurt individuals to use their natural body resources in healing. Philosophical perspective allows for inner integration, balance and synchrony with nature such that the healing process emanates from within and further accentuates to natural healing. In essence, the integration of the mind, body and spirit holds the capacity to appraise the natural healing process in the quest to improve an individual’s welfare. Future explorations should concern with the integration of the holistic approaches within the contemporary medical practice for proximal health benefits. (shrink)

This article explores the meeting of two approaches towards philosophy and education: the philosophy for children approach advocated by Lipman and others, and Schmid’s philosophical concept of Lebenskunst. Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One element of Schmid’s theory is the practical application of philosophy (...) through the notions of Bildung, reflection, prudence and practical wisdom, as well as the requirement for each individual to take responsibility for actively shaping their life as an artwork. In this sense, each person is the artist responsible for living their own beautiful life. We argue that there are useful parallels between Schmid’s concept of the art of living and P4C, such as the ideal of a holistic philosophy that is “lived.” The pragmatic approach of P4C focuses on the embodied learner who practices critical, caring and creative thinking. Both P4C and Schmid’s theory are reminiscent of the Aristotelian notion of practical wisdom, which allows for an approach to an education for life that prepares students to develop their own art of living. (shrink)

Risk is an intrinsic part of our lives. In the future, the development and growth of the Internet of things allows getting a huge amount of data. Considering this evolution, our research focuses on developing a novel concept, namely Holistic Risk Assessment (HRA), that takes into consideration elements outside the direct influence of the individual to provide a highly personalized risk assessment. The HRA implies developing a methodology and a model. This paper is related to the epistemological positioning of (...) this research. We consider this research as an artificial science under the constructivism paradigm. We also introduce the positioning of this research in the complexity science paradigm. We end this paper by presenting a methodology based on an adapted Design Thinking Model. (shrink)

Scott Soames argues that interpreted in the light of Quine's holistic verificationism, Quine's thesis of underdetermination leads to a contradiction. It is contended here that if we pay proper attention to the evolution of Quine's thinking on the subject, particularly his criterion of theory individuation, Quine's thesis of underdetermination escapes Soames' charge of paradoxicality.

Nurturing a Quality Young Generation Through Holistic Education -/- A well-balanced and highly capable young generation is essential for the progress of any society. However, the current educational system in most countries does not fully equip children with the critical thinking, ethical decision-making, and emotional intelligence needed to navigate the complexities of life. To address this, a holistic educational system must be implemented across all levels of formal education. This system should focus on training both parents and (...) teachers to ensure that children receive proper guidance at home and in school. -/- Empowering Parents: The Foundation of Holistic Education -/- Since most parents today were not raised within a holistic educational system, it is crucial to train and empower them first. Schools, both public and private, must provide comprehensive parenting lectures and training programs. These programs should focus on: -/- 1. Understanding the Universal Law of Balance in Nature – Parents should learn how natural laws influence human behavior and decision-making. -/- 2. Critical Thinking and Ethical Parenting – Teaching parents to raise children with a mindset that questions misinformation and makes rational, ethical choices. -/- 3. Emotional Intelligence and Child Development – Helping parents nurture children in a way that promotes psychological well-being. -/- 4. The Role of Science and Evidence-Based Learning – Encouraging parents to rely on scientific knowledge rather than superstition or outdated beliefs when making decisions about their child’s upbringing. -/- If parents understand these principles, they can provide a home environment that reinforces what children learn in school. This alignment between home and school is essential for long-term behavioral and intellectual development. -/- Training Teachers: The Core Implementers of Change -/- Teachers play a crucial role in shaping the young generation, and they must be trained properly in holistic educational methods. Every educator, regardless of subject, must undergo specialized training that includes: -/- 1. Holistic Educational Teaching Methods – Moving beyond traditional rote memorization to interactive, experiential, and problem-solving approaches. -/- 2. The Universal Law of Balance in Nature – Teaching students how to align their decisions with this principle to create a stable, well-functioning society. -/- 3. Critical Thinking and Analytical Reasoning – Encouraging students to think independently, question biases, and develop logical conclusions. -/- 4. Integration of Ethical and Scientific Learning – Combining moral philosophy with science to ensure students make informed and balanced choices in life. -/- 5. Continuous Learning and Teacher Certification – Implementing a certification program for holistic education, with regular refresher courses to keep educators updated. -/- Once teachers are properly trained, they can effectively implement the holistic curriculum and ensure that students develop the intellectual and emotional tools needed to navigate life successfully. -/- Implementing Holistic Education in Schools -/- A holistic curriculum must be introduced in all levels of formal education, ensuring that students from early childhood to university are taught how to balance knowledge, ethics, and emotional intelligence. This educational approach should: -/- Replace outdated teaching models that focus on memorization with interactive learning that encourages creativity and problem-solving. -/- Introduce scientific reasoning and ethics as core subjects, ensuring that students understand the consequences of their decisions. -/- Educate students on sustainable living, teaching them how to make decisions that do not harm future generations. -/- Eliminate misinformation and destructive ideologies by fostering a culture of rational inquiry and evidence-based learning. -/- The Challenge of Implementation: Gaining Policy Support -/- For this educational reform to succeed, governments and educational institutions must adopt and enforce these changes at a national level. One of the biggest obstacles is resistance from political, religious, and economic structures that may oppose changes to traditional education. However, the benefits of holistic education—a more intelligent, ethical, and balanced generation—far outweigh these challenges. -/- To ensure implementation, collaboration with policymakers, education leaders, and influential organizations is necessary. Proposing this system to the Department of Education in the Philippines and similar institutions worldwide could be the first step toward making this vision a reality. -/- Conclusion -/- The solution to nurturing a quality young generation is simple: train parents, educate teachers, and implement a holistic educational system in schools. By aligning home and school environments with the universal law of balance in nature, we can create a new generation that is capable of making rational, ethical, and sustainable decisions. While challenges exist, they can be overcome through proper policy implementation and collaboration with key stakeholders. If society is to evolve into a more stable and intelligent civilization, holistic education is the foundation upon which it must be built. -/- . (shrink)

In his work through the early 1930’s, Heidegger determines what it means to be an authentic self through fundamental attunements such as anxiety, boredom, uncanniness and guilt, and equi-primordially via understanding and thrown projection. The way that attunement and understanding structure authentic disclosure of being involves paradoxical gestures juxtaposing meaning and meaninglessness, presence and absence, affirmation and negation, possibility and reality, holism and individuation, normativity and own-ness. The key to navigating and unifying this tangle of contradictory moments, as Heidegger reminds (...) his readers, is in understanding the dynamics of temporality. In this paper I discuss common ways that contemporary readers of Heidegger render authenticity inauthentic by interpreting such tropes as anxiety, the self and the nothing by reference to what Heidegger calls the ordinary conception of time, the sequential emerging, lingering and passing away of beings. Thought via ordinary time, nothingness opposes itself to presence, making authentic anxiety appear similar to depression as the breakdown of possibilities. I contrast these readings with my interpretation of authentic temporality, and explain how my reading of time changes the way the authentic self, attunement and projective understanding disclose themselves. In choosing the particular authors that I cite in support of my representation of inauthentic interpretations of authenticity, I do not mean to imply that these writers are united in their approaches to Heidegger. On the contrary, they differ amongst themselves concerning many aspects of his thinking. My purpose is to highlight what I take to be key points of intersection among their differing accounts. (shrink)

IntroductionBy ‘philosophy of consciousness’ we mean an assembly of different approaches such as philosophy of mind , perception, rational conclusions, information processing and contradictory conceptions such as holistic ‘all is mind’ perspectives and their atomistic counterparts.Since ancient Greeks philosophy has provided widespread debates on pneuma, nous, psyche, spiritus, mind, and Geist. In more recent times the philosophy of consciousness has become part of psychology, sociology, neuroscience, cognitive science, linguistics, communication science, information theory, cybernetic systems theory, synthetic biology, biolinguistics, bioinformatics (...) and biosemiotics.However, no matter what each of these approaches presents as a coherent explanation of the human mind, thinking, and consciousness, they remain alien to our self-awareness and self-reflection-based understanding because they do not offer a rational and at the same time .. (shrink)

Grounded theory methodology is perceived as challenging due to its systematic and rigorous process. However, this is because most people do not realize that the strategies used in the grounded theory data analysis process are used by laypeople and professionals regularly, if not daily. This article aims to help others interested in grounded theory with a background in qualitative data analysis feel comfortable engaging in the methodology and constructing multiple theories in the same study. It shares my latest experience incorporating (...) various data analysis strategies with the constructivist approach: holistic and systems thinking, situational analysis, dramaturgical analysis, perspective taking, and abstraction. The examples remove the mystery from abstraction and abductive reasoning. (shrink)

-/- The Science Behind Excessive Irrational Behavior: A Cognitive, Social, and Natural Law Perspective -/- Irrational behavior is a fundamental aspect of human interaction, serving as a response to perceived threats, misunderstandings, or emotional distress. However, when irrational behavior becomes excessive, unbalanced, or emotionally driven, it can indicate inefficiencies in cognitive processing, mental health issues, and misunderstandings arising from proximity of individual perception and the no-input perception of others. This essay explores the scientific basis of excessive irrational behavior through neuroscience, (...) psychology, evolutionary biology, and the principles of dynamic social interaction, while also examining its relation to the universal law of balance in nature. -/- The Cognitive Science of Irrational Behavior -/- From a neurological perspective, excessive irrational behavior can result from cognitive biases, emotional dysregulation, and inefficient brain processing. The prefrontal cortex, responsible for rational thinking and impulse control, plays a crucial role in judgment. If it functions inefficiently, a person may engage in rash or erratic behavior without fully analyzing the situation. Similarly, an overactive amygdala, which processes emotions like fear and anger, can make individuals more reactive and prone to negative responses. -/- Cognitive biases also shape how people engage in irrational behavior. Negativity bias makes the brain focus more on flaws and mistakes, while the fundamental attribution error leads people to blame others’ failures on personality traits rather than external circumstances. The Dunning-Kruger effect further explains how individuals with limited knowledge may overestimate their understanding, making them more prone to irrational responses while unaware of their own shortcomings. -/- Dynamic Social Interaction, Irrational Behavior, and Mental Health -/- Human interactions are governed by dynamic social interaction principles, which emphasize that all social behavior involves continuous feedback loops, adaptation, and reciprocal influence. However, irrational behavior, mental health disorders, and distortions in perception can disrupt these processes, leading to dysfunctional social interactions and social imbalance in the following ways: -/- 1. Feedback Mechanisms and Cognitive Distortions – In a healthy social system, irrational behavior can be corrected through feedback loops. However, mental health disorders such as anxiety, depression, and personality disorders can distort perception, leading individuals to engage in excessive or unbalanced irrational behavior. -/- 2. Reciprocity and Social Imbalance – Rational social interactions require a balance between rational responses and emotional regulation. However, conditions like narcissistic personality disorder (NPD) or borderline personality disorder (BPD) can create patterns of excessive emotional reactivity, hypersensitivity to perceived slights, and instability, disrupting healthy reciprocity. -/- 3. Homeostasis in Social Groups and Emotional Dysregulation – Just as biological systems maintain balance, social groups function best when there is emotional regulation and rational decision-making. Individuals suffering from bipolar disorder, schizophrenia, or severe mood disorders may engage in irrational behavior, causing instability in group dynamics. -/- 4. Emergent Behavior and Influence of Mental Health Issues – Social groups evolve based on collective interactions. If individuals with irrational thought patterns dominate discussions, they can influence others through groupthink, paranoia, or mob behavior, leading to misguided responses and social dysfunction. -/- 5. Emotional Contagion and the Spread of Irrational Behavior – Irrational behavior, like other emotions, spreads through social contagion. If negativity becomes dominant in a group due to irrational behaviors or mental health struggles, it can lower morale, increase hostility, and reduce cooperation, leading to chronic stress and conflict in relationships. -/- The Effect of Proximity of Individual Perception and No-Input Perception -/- Proximity of individual perception refers to how close or far an individual is to an issue, shaping the way they perceive reality. People who experience a problem firsthand tend to see more details, nuances, and complexity, while those who are distant from the issue may form oversimplified, biased, or incorrect judgments. -/- On the other hand, no-input perception occurs when individuals lack direct experience, knowledge, or sensory input about a situation, yet they still form strong opinions and engage in irrational behavior based on assumptions, external influences, or personal biases. This phenomenon is particularly dangerous in social decision-making because: -/- 1. False Confidence in Judgment – When individuals rely on second-hand information rather than direct experience, they may feel certain about their views despite lacking critical knowledge. This leads to misguided behavior and the spread of false narratives. -/- 2. Oversimplification and Cognitive Errors – People distant from an issue tend to reduce complex realities into black-and-white thinking. This prevents them from seeing the underlying causes of human behavior, leading to unfair or exaggerated judgments. -/- 3. Social Fragmentation and Conflict – When different individuals or groups have varying levels of proximity to an issue, their perceptions may clash, causing misunderstandings, polarization, and difficulty in reaching consensus. -/- 4. Echo Chambers and Groupthink – No-input perception can thrive in echo chambers, where individuals hear only information that reinforces their existing beliefs. This leads to blind behavior, where people react impulsively based on false or incomplete information. -/- 5. Distorted Leadership and Decision-Making – Leaders who make decisions without firsthand experience or diverse input may rely on no-input perception, leading to ineffective policies and misplaced blame on individuals rather than systemic problems. -/- The Interplay between proximity of perception and no-input perception further amplifies irrational behavior, creating cycles of misguided responses and resistance to correction. -/- The Universal Law of Balance in Nature and Rational Social Behavior -/- According to the universal law of balance in nature, all decision-making—whether individual or collective—should maintain equilibrium. Irrational behavior, when properly understood, should function as a natural feedback mechanism that corrects errors and enhances overall balance. However, if behavior is driven by ignorance, false beliefs, emotional bias, mental health issues, or distorted perceptions, it disrupts balance and creates unnecessary conflict. -/- To align behavior with natural balance, individuals must develop self-awareness, emotional intelligence, and holistic thinking. Instead of reacting impulsively, they should analyze situations objectively and ensure their responses contribute to constructive improvement rather than unnecessary negativity. -/- Conclusion -/- Excessive irrational behavior can often be traced to cognitive inefficiencies, evolutionary conditioning, ignorance of natural laws, mental health issues, and distortions caused by perception proximity and no-input perception. While the ability to respond to situations is essential for growth and problem-solving, it must be applied with rationality, fairness, and a holistic understanding of human nature. -/- By recognizing the interconnected nature of decision-making, mental health influences, dynamic social interaction principles, and the effects of perception distortions, individuals can transform destructive irrational behavior into a tool for progress, harmony, and collective well-being. -/- Integrating mental health awareness, perception analysis, and rational feedback mechanisms into education and social systems will help societies maintain balance, cooperation, and sustainable decision-making, preventing the harmful effects of misguided behavior and irrational social conflict. -/- . (shrink)

Quine's holistic empiricist account of scientific inquiry can be characterized by three constitutive principles: *noncontradiction*, *universal revisability* and *pragmatic ordering*. We show that these constitutive principles cannot be regarded as statements within a holistic empiricist's scientific theory of the world. This claim is a corollary of our refutation of Katz's [1998, 2002] argument that holistic empiricism suffers from what he calls the Revisability Paradox. According to Katz, Quine's empiricism is incoherent because its constitutive principles cannot themselves be (...) rationally revised. Using Gärdenfors and Makinson's logic of belief revision based on epistemic entrenchment, we argue that Katz wrongly assumes that the constitutive principles are *statements* within a holistic empiricist's theory of the world. Instead, we show that constitutive principles are best seen as *properties* of a holistic empiricist's theory of scientific inquiry and we submit that, without Katz's mistaken assumption, the paradox cannot be formulated. We argue that our perspective on the status of constitutive principles is perfectly in line with Quinean orthodoxy. In conclusion, we compare our findings with van Fraassen's [2002] argument that we should think of empiricism as a stance, rather than as a doctrine. (shrink)

This book rightly argues for greater inclusion of the natural and social sciences in the humanities, especially philosophy. The author draws from psychology, especially folk psychology, to show that a basic trait of universal human cognition contains a form of weak dualism. It is a dualism based on the embodied awareness that one’s own thoughts are different from external objects, which generates the belief in a mind/body dualism. The book offers a great deal of evidence that the ancient Chinese embraced (...) a weak mind/body dualism. The author criticizes most philosophers who have proposed a mind/body holism. Because the author admits that correlative thinking is also a function of universal human cognition, I propose that what he refers to as weak mind/body dualism is actually a form of mind/body nondualism. The book cites many examples of how cross-culturally people depict the disembodied spirit in a spiritual-bodily or ghostly-apparition form. The author of this review argues that dualism is another form of the Orientalism that the book wants to avoid, and one way to avoid Orientalism-dualism would be to embrace the correlative, nondual mind/body relationship. (shrink)

The paper concentrates on an appreciation of W.V. Quine’s thought on meaning and how it escalates beyond the meaning holism and confirmation holism, thereby paving the way for a ‘meaning nihilism’ and ‘confirmation rejectionism’. My effort would be to see that how could the acceptance of radical naturalism in Quine’s theory of meaning escorts him to the indeterminacy thesis of meaning. There is an interesting shift from epistemology to language as Quine considers that a person who is aware of linguistic (...) trick can be the master of referential language. Another important question is that how could Quine’s radical translation thesis reduce into semantic indeterminacy that is a consequence of his confirmation methord. Even I think that the notion and the analysis of meaning became hopelessly vague in Quine’s later work. I further argue on Quine’s position of meaning that I call, following Hilary Putnam, ‘meaning nihilism’. It seems to me that Quine had no belief like ‘meaning consists in’, or ‘meaning depends on’ something. Through this argument, I would like to challenge the confirmation holism that was foisted by Fodor on Quine’s thesis. My attempt would be to scrutinize Putnam’s point of view that Quine was neither a confirmation holist nor a meaning holist. I think that both Putnam and Quine denied the concept of constitutive connection of meaning as a second grade notion not only from the realm of semantic, but also from the perspective of epistemology. So, linguistic meaning cannot be formed by any sample of its uses. For Quine, the concept of meaning in metaphysics is heuristic and need not be taken seriously in any ‘science worthy’ literature. (shrink)

The paper concentrates on an appreciation of W.V. Quine’s thought on meaning and how it escalates beyond the meaning holism and confirmation holism, thereby paving the way for a ‘meaning nihilism’ and ‘confirmation rejectionism’. My effort would be to see that how could the acceptance of radical naturalism in Quine’s theory of meaning escorts him to the indeterminacy thesis of meaning. There is an interesting shift from epistemology to language as Quine considers that a person who is aware of linguistic (...) trick can be the master of referential language. Another important question is that how could Quine’s radical translation thesis reduce into semantic indeterminacy that is a consequence of his confirmation method. I think that the notion and the analysis of meaning became hopelessly vague in Quine’s later work. I further argue on Quine’s position of meaning that I call, following Hilary Putnam, ‘meaning nihilism’. It seems to me that Quine had no belief like ‘meaning consists in’, or ‘meaning depends on’ something. Through this argument, I would like to challenge the confirmation holism that was foisted by Fodor on Quine’s thesis. My attempt would be to scrutinize Putnam’s point of view that Quine was neither a confirmation holist nor a meaning holist. I think that both Putnam and Quine denied the concept of constitutive connection of meaning as a second grade notion not only from the realm of semantic, but also from the perspective of epistemology. So, linguistic meaning cannot be formed by any sample of its uses. For Quine, the concept of meaning in metaphysics is heuristic and need not be taken seriously in any ‘science worthy’ literature. (shrink)

Agents are often assumed to have degrees of belief (“credences”) and also binary beliefs (“beliefs simpliciter”). How are these related to each other? A much-discussed answer asserts that it is rational to believe a proposition if and only if one has a high enough degree of belief in it. But this answer runs into the “lottery paradox”: the set of believed propositions may violate the key rationality conditions of consistency and deductive closure. In earlier work, we showed that this problem (...) generalizes: there exists no local function from degrees of belief to binary beliefs that satisfies some minimal conditions of rationality and non-triviality. “Locality” means that the binary belief in each proposition depends only on the degree of belief in that proposition, not on the degrees of belief in others. One might think that the impossibility can be avoided by dropping the assumption that binary beliefs are a function of degrees of belief. We prove that, even if we drop the “functionality” restriction, there still exists no local relation between degrees of belief and binary beliefs that satisfies some minimal conditions. Thus functionality is not the source of the impossibility; its source is the condition of locality. If there is any non-trivial relation between degrees of belief and binary beliefs at all, it must be a “holistic” one. We explore several concrete forms this “holistic” relation could take. (shrink)

Today a change is imperative in approaching global problems: what is needed is not arm-twisting and power politics, but searching for ways of co-evolution in the complex social and geopolitical systems of the world. The modern theory of self-organization of complex systems provides us with an understanding of the possible forms of coexistence of heterogeneous social and geopolitical structures at different stages of development regarding the different paths of their sustainable co-evolutionary development. The theory argues that the evolutionary channel to (...) the observed increasing complexity is extremely narrow and only certain discrete spectra of relatively stable self-maintained structures are feasible in complex systems. There exists a restricted set of ways of assembling a complex evolutionary whole from diverse parts. The law of nonlinear synthesis of complex structures reads: the integration of structures in more complex ones occurs due to the establishment of a common tempo of their evolution. On the basis of the theory, we can see not only desirable but also attainable futures. (shrink)

People inhabit a vast and intricate social network nowadays. In addition to our own decisions and actions, we confront those of various groups every day. Collective decisions and actions are more complex and bewildering compared to those made by individuals. As members of a collective, we contribute to its decisions, but our contributions may not always align with the outcome. We may also find ourselves excluded from certain groups and passively subjected to their influences without being aware of the source. (...) We are used to being in overlapping groups and may switch identities, supporting or opposing the claims of particular groups. But rarely do we pause to think: What do we talk about when we talk about groups and their decisions? At the heart of this dissertation is the question of collective agency, i.e., in what sense can we treat a group as a rational agent capable of its action. There are two perspectives we take: a philosophical and logical one. The philosophical perspective mainly discusses the ontological and epistemological issues related to collective agency, sorts out the relevant philosophical history, and argues that the combination of a relational view of collective agency and a dispositional view of collective intentionality provides a rational and realistic account. The logical perspective is associated with formal theories of groups, it disregards the psychological content involved in the philosophical perspective, establishes a logical system that is sufficiently formal and objective, and axiomatizes the nature of a collective. The first topic that is addressed is the ontology of collective agency, i.e., the question what exactly is collective agency. The philosophical discussion of collective agency centres around the reduction problem of the concept of a collective. Individualism and Cartesian internalism have long influenced orthodox theories and made them face the choice between an irreducible concept of a collective and ontological reductionism. Heterodox theories such as functionalism and interpretationism reinterpret the concept of agency and accept it as also realized on the level of a collective. To adequately explain social phenomena that are essentially relational in nature, we propose a relational, holistic account of collective agency and argue that functionalism and interpretationism can be integrated into such an account. While acknowledging the irreducibility of the concept of a collective, we find that there is a deep incompatibility between the concept of a collective and the concept of intentionality as the mark of the mental. To explain how collective intentionality nevertheless is possible and why we tend to use it analogously to how we use the concept of individual intentionality, we explore a dispositional account of intentionality which enables us to give an account of the concept of intentionality at both the individual and collective level. Specifically, we subdivide the dispositional account into three aspects: behavioral, purely mental, and cognitive. We then argue that collective intentionality is real by analyzing different forms of attributive judgments of intentionality and by introducing the perspective of indispensable collective responsibility. We also analyze how philosophical theories about collective agency relate to central features of formal theories about collective decisions, such as game theory. Although the two fields are both concerned with collectives, there are also differences that need to be addressed. For example, game theory is clearly anti-psychologistic since its aim is a formal and objective analysis. However, from the relational and dispositional perspective, intentionality at the individual level and collective intentionality as we analyze it, inevitably involve mental content. In order to explain this difference and identify where the boundary is, we analyze the relationships between the three basic concepts involved, namely intentionality, preference, and dependency, so as to provide a unified picture of collective theory across philosophical and formal theories. After paving the nexus between philosophical and formal perspectives, the logical perspective becomes the theme of our discussion. To be able to express game theoretical concepts and to connect them to our philosophical perspective, We present a logic of preference and functional dependence and its hybrid extension, and provide an axiomatization which is sound and strongly complete. The decidability of this logic is also proved. Its application to modeling non-cooperative and cooperative games in strategic form is explored. The resulting framework provides a unified view of Nash equilibrium, Pareto optimality, and the core. The philosophical relevance of these game-theoretical notions to discussions of collective agency is made explicit. Finally, we conclude and clarify the position of our theory in the broader field of research on the topics addressed in the thesis. Also, we point out many new questions and directions suggested by our analysis, including philosophical and logical open problems. (shrink)

The Origin and Development of Environmental Philosophy in the US according to John Muir, Aldo Leopold and J. Baird Callicot. The publication refers to environmental philosophy, which is also called ecological philosophy or ecophilosophy. It shows in what way philosophical reflection on the environment has been shaped in the American tradition. In this context, the views of the thinkers listed below have been presented, analysed and evaluated. John Muir, an astute observer of wild nature, has been presented as an enthusiast (...) and a prophet persuading a return to nature. Muir was a forester under the strong influence of the representatives of transcendentalism. As an activist, he founded national parks that served to preserve virgin areas, and as a writer he popularized the concept of the preservation of wild areas. For many representatives of ecophilosophy, the views of Aldo Leopold, as expressed in his well-known work, A Sand County Almanac, constituted a new pattern of thinking about wild nature. The book itself is almost generally regarded as a bible of environmental philosophy. Leopold, a forester interested in philosophy, created the fundamentals of holistic environmental philosophy, but the theory he developed is not without defects, to which some attention has been paid in this paper. The theory of J. Baird Callicot presents the attitude of an academic philosopher with regard to wild nature. His attitude is fully professional as regards the applied method, thus allowing the author to avoid committing a naturalistic fallacy. Callicot reinterprets the issues of facts and values, because he thinks that the discoveries of the dynamically developing ecology make possible the reformulation of the traditional approach to such issues by utilising a spirit of acceptance, and lead to a shift from is to ought to be. (shrink)

Throughout most of the 20th century, analytical and reductionist approaches have dominated in biological, social, and humanistic sciences, including linguistics and communication. We generally believed we could account for fundamental phenomena in invoking basic elemental units. Although the amount of knowledge generated was certainly impressive, we have also seen limitations of this approach. Discovering the sound formants of human languages, for example, has allowed us to know vital aspects of the ‘material’ plane of verbal codes, but it tells us little (...) about significant aspects of their social functions. I firmly believe, therefore, that alongside a linguistics that looks ‘inward’ there should also be a linguistics that looks ‘outward’, or one even that is constructed ‘from the outside’, a linguistics that I refer to elsewhere as ‘holistic’ though it could be identified by a different name. My current vision is to promote simultaneously the perspective that goes from the part to the whole and that which goes from the whole to the parts, i.e., both from the top down and from the bottom up. This goal is shared with other disciplines which recognize that many phenomena related to life are interwoven, self-organising, emergent and processual. Thus, we need to re-examine how we have conceived of reality, both the way we have looked at it and the images we have used to talk about it. Several approaches now grouped under the label of complexity have been elaborated towards this objective of finding new concepts and ways of thinking that better fit the complex organisation of facts and events. (shrink)

Kant repeatedly stresses that moral philosophy shall find completion in the shape of a system. The present chapter focuses on three main aspects that characterise his view of the need of a system of ethics, suggesting that Kant's view should be construed in contrast with the current assumptions on the role of a system in moral philosophy. First, I argue that, in Kant’s view, the system of ethics does not pursue the coherentist project of systematising moral beliefs. Systematicity in ethics (...) is, for him, about unfolding the obligations that are justified by the fundamental principle, according to a Pufendorfian paradigm widespread in the eighteenth century. Second, I show that, in contrast not only to current assumptions, but also to the Pufendorfian paradigm, Kant’s systematic treatment of ethics is neither a logically consistent arrangement of demands, nor a complete collection of ethical duties, but a system of ends that yields an open-ended system of duty types. Third, I suggest that in Kant’s view a systematic treatment of ethics is supposed to provide orientation to moral thinking through a broader perspective from which perplexing cases should be considered by emphasizing the holistic character of ethical demands and clarifying their connections. (shrink)

This paper explores the potential of integrating ancient educational principles from diverse eastern cultures into modern AI ethics curricula. It draws on the rich educational traditions of ancient China, India, Arabia, Persia, Japan, Tibet, Mongolia, and Korea, highlighting their emphasis on philosophy, ethics, holistic development, and critical thinking. By examining these historical educational systems, the paper establishes a correlation with modern AI ethics principles, advocating for the inclusion of these ancient teachings in current AI development and education. The (...) proposed integration aims to provide a comprehensive education that not only encompasses foundational knowledge but also advanced learning, thereby equipping future AI professionals with the necessary tools to develop AI systems that are ethically responsible, culturally aware, and aligned with human values such as fairness, safety, transparency, and collaboration. This approach not only addresses the AI alignment problem but also fosters cultural harmony and global understanding, which are crucial in an increasingly interconnected world. The paper posits that the wisdom of ancient educational systems, when harmonized with modern AI ethics, can guide the development of AI technologies that are beneficial for humanity, ensuring these advancements are not just technologically sound but also ethically and culturally informed. (shrink)

Interest in business management thinking and innovation has continued to grow during recent decades. The Scottish Government identifies that a large proportion of new and start up businesses fail within the first 2 years. Consequently, there are many areas for the start-up entrepreneur to get information and help, nonetheless the trend remains. This study offers an alternative method for deciding on intrinsic success factors by outlining the relationship between business start-ups, creativity, and innovation. The focus was on creativity, as (...) an entrepreneurial characteristic, links or effects the start-up capability of the entrepreneur. The study used a qualitative method to interpret this complexity and this became more apparent as the study progresses since innovation and innovation which supports a business start-up assume holistic, flux-like and complex concepts. Four main themes emerged from the thematic data analysis; Leadership; Ability to Change; Creativeness and Collaboration. Findings from the study indicate that business management thinking and innovation underpinned by perspective themes, help the entrepreneur see and appreciate the complex multi-faceted interactions of innovation, perhaps better than an average person. However, actual definition of the precise mechanisms needed to support business start-ups drawn from creativity were difficult to establish. In conclusion, the study has to say that while elements of creativity were present with each of the entrepreneur and were clearly significant to the success of the start up, it would seem very difficult to actually identify if there is such a thing as a guaranteed creativity template for success. (shrink)

Mental capacities for perceiving, remembering, thinking, and planning involve the processing of structured mental representations. A compositional semantics of such representations would explain how the content of any given representation is determined by the contents of its constituents and their mode of combination. While many have argued that semantic theories of mental representations would have broad value for understanding the mind, there have been few attempts to develop such theories in a systematic and empirically constrained way. This paper contributes (...) to that end by developing a semantics for a ‘fragment’ of our mental representational system: the visual system’s representations of the bounding contours of objects. At least three distinct kinds of composition are involved in such representations: ‘concatenation’, ‘feature composition’, and ‘contour composition’. I sketch the constraints on and semantics of each of these. This account has three principal payoffs. First, it models a working framework for compositionally ascribing structure and content to perceptual representations, while highlighting core kinds of evidence that bear on such ascriptions. Second, it shows how a compositional semantics of perception can be compatible with holistic, or Gestalt, phenomena, which are often taken to show that the whole percept is ‘other than the sum of its parts’. Finally, the account illuminates the format of a key type of perceptual representation, bringing out the ways in which contour representations exhibit domain-specific form of the sort that is typical of structured icons such as diagrams and maps, in contrast to typical discursive representations of logic and language. (shrink)

‘Complexics’ denotes the meta-transdisciplinary field specifically concerned with giving us suitable cognitive tools to understand the world’s complexity. Additionally, the use of the adjective ‘complexical’ would avoid the common confusion caused by the adjective ‘complex’, which belongs to everyday usage and already has its own connotations of complication and confusion. Thus, ‘complexical’ thinking and ‘complexical’ perspective would provide clearer terms, be freer of confusion, and refer more precisely to epistemic elements in contrast to the ‘complexity’ typical of many phenomena (...) of reality. In short, the world would be ‘complex’, but our way of looking at the world would be ‘complexical’. As a meta-transdiscipline, ‘complexics’ would carry on the perspective of cybernetics: “Cybernetics deals with all forms of behaviour insofar as they are regular, or determinate, or reproducible. The materiality is irrelevant… The truths of cybernetics are not conditional on their being derived from some other branch of science. Cybernetics has its own foundations” (Ashby, 1956:1). Thus, it has a distinctly transdisciplinary mission to provide concepts, schema and possibilities of thinking and representation able to express the multidimensional and systemic interwovenness and interdependence of the many, highly significant phenomena of reality that have these characteristics. On the level of theory, complexics needs to provide a set of principles, concepts and conceptual landscapes that can be applied transversally to distinct areas of knowledge and phenomena of reality, enabling us to gain a much firmer grasp of the complex aspects of their existence than we currently have. For this reason, our aim needs to be, as Morin says, not “to reduce complexity to simplicity, [but] to translate complexity into theory” (1994:315). (shrink)

Why are computers so smart these days? And why are humans apparently still a bit smarter? Does this have something to do with the difference between data and meaning? Does this in turn mean that at least some abstract entities, such as numbers, exist independently of human thought? Wouldn’t that require an expansion of our scientific world view? And would that at all be compatible with what we know about our world from physics and chemistry, philosophy, psychology, neuroscience and the (...) theory of evolution? Finally, what would this tell us about ethical and aesthetic value theories? These and related questions will be discussed in this book. We will find that the difference between data and meaning, i.e. quantitative and qualitative information, does indeed appear to be of central importance for understanding both artificial and natural intelligence. And then the independent existence of abstract entities not only appears to be a particularly promising hypothesis, but also one that is entirely compatible with the sum of our scientific knowledge, especially with regard to value theories. The book thus arrives at the exploration of a scientifically tenable, panpsychistically inspired, objective idealism that can be derived from our most fundamental intuitions as subjects that perceive qualities, but that can also take into account the structuring of the world already at the micro-scale, found in the modern natural sciences. The result is a Platonic, but in a second step also a scientific realism and a naturalism in the sense that it is informed by the natural sciences in terms of an inductive metaphysics. An objective idealism, not in a rationalistic maximum form, but in a pragmatic minimum form; without eternal truths, but dependent on the continued philosophical-scientific and also philosophicalsocial dialog. The proposed model could offer interesting solutions to a number of problems at and near the mind/matter boundary: Proposals are being considered for the interpretation of quantum mechanics, the problem of molecular symmetry, the neuronal code and the binding problem in neuroscience, mental causation, a more holistic understanding of mental processes, and so on and so forth. However, the extent to which the model threatens to promise far too much is also being discussed. In sum, the core question is how we can imagine human thinking beyond physically conceived information processing. An alternative model of human thinking is then put up for discussion, for which not only machine-like cognitive performance, but above all the intentional perception of qualitative information, i.e. of abstract entities, would be central, as well as the free, ultimately creative linking of patterns of quantitative information (signals, data) with such qualities (meanings). (shrink)

In this paper, I argue that, contrary to common opinion, a counterexample against a philosophical theory does not amount to conclusive evidence against that theory. Instead, the method of counterexamples allows for the derivation of a disjunction, i.e., ‘either the theory is false or an auxiliary assumption is false’, not a negation of the target theory. This is so because, whenever the method of counterexamples is used in an attempt to refute a philosophical theory, there is a crucial auxiliary assumption (...) that needs to be taken into account. The auxiliary assumption is that making intuitive judgments in response to hypothetical cases about the subject matter in question (e.g., knowledge or proper names) is a good method for finding out truths about that subject matter. Without good reasons to think that this assumption is warranted, the negation of a philosophical theory whose content is alleged to be in conflict with the content of an intuition cannot be justifiably derived using an argument that employs the method of counterexamples. (shrink)

The importance of this article for society lies in its exploration of the intersection between ethics and aesthetics as a foundation for quality education. In today's rapidly evolving and complex world, there is a pressing need to cultivate individuals who are not only knowledgeable but also ethically conscious and culturally sensitive. By integrating ethical and aesthetic considerations into educational practices, this article advocates for a holistic approach that fosters the full development of human personality and promotes a culture of (...) peace. Such an interdisciplinary approach to education can inspire both personal growth and social responsibility. It encourages the development of critical thinking, moral discernment, and a deeper appreciation for cultural diversity. As societies become increasingly interconnected, the ability to navigate ethical and aesthetic dimensions becomes crucial in nurturing well-rounded individuals capable of contributing positively to their communities and beyond. Ultimately, the insights presented in this article aim to reshape educational paradigms, making them more relevant and impactful in addressing the challenges of our time. (shrink)

As with so many mystics, Alexis karpouzos intuitively know the oneness of cosmic creation and historic humanity as part of all that is and all there isn't. So, the originality of Alexis Karpouzos thought is that it crosses the most diverse fields, the most opposing philosophies, to unite them into an often contradictory and broken whole. Marx and Heidegger, Nietzsche, Freud and Heraclitus, poets and political theorists all come together in the same distance and the same unusual proximity. Alexis karpouzos (...) use Pre-Socratics philosophy and generally the ancient Greek philosophy, as well as the pre-philosophical thinking of The Upanishads, the Vedas and Buddhism in India, of Lao Tzu, of Zen Buddhism and the Taoist tradition in China, of the Arab mystics and poets, with their metaphysical religiosity as the metaphysical basis for the interpretation and understanding of the world and existence. At the same time the ancient metaphysics is connect with Hegel’s dialectical ontology and with the modern thinking of Marx, Nietzsche, Freud, Heidegger, and others as the interpretive context for understanding the central problems of the technical and scientific world during his time. Novalis, Hölderlin, Rimbaud, Whitman, Eliot and others show the dreamy nature of existence, the transcendence of the Cosmos, welcome the infinity. For Alexis karpouzos the combination of ancient and modern thought creates the holistic experience of universal space-time and the consciousness of the unity. The poetic thought of Alexis karpouzos is a expressions of soul's inner experiences, expression of universality. The inspiring visual images and the symbolic use of language offer a description of elevating experiences of consciousness, a glimpse of higher worlds. The philosophy of Alexis karpouzos speak to the human experience from a universal perspective, transcending all religions, cultural and national boundaries. Using vivid images and a direct language that speaks to the heart, his philosophy evokes a sense of deep communication with the collective unconscious, a sense of connection to all the creatures of the world, compassion for others, admiration for the beauty of nature, reverence for all life, and an abiding faith in the invisible touch of world. Alexis karpouzos thoughts are often terse and paradoxical, challenging us to to break out of the box of limiting beliefs and see things from a new perspective. Above all, Alexis karpouzos continually calls to us to wake up and explore the mysteries within our own selves, i.e the mysteries of universe. (shrink)

I am persuaded both by the theory of evil advanced by Claudia Card in The Atrocity Paradigm and by the idea that there are evils done to the environment; however, I argue that the theory of evil she describes has difficulty living up to her claim that it "can make sense of ecological evils the victims of which include trees and even ecosystems" (2002, 16). In this paper, I argue that Card's account of evil does not accommodate the kinds of (...) harms inflicted on ecosystems and such nonhuman individuals as trees. I consider the possibility that Card intends a much broader version of evils than the language of the atrocity paradigm lets on, with its attention to sentience and dignity. I'm so persuaded by the atrocity paradigm, however, that I retain the centrality of suffering and introduce the idea that atrocities are intuitively massive, that is, done to groups or generations and not an individual person, animal or tree, so that the paradigm encourages us to think of evil as it relates to far more holistic entities which include the sentient. Evil may require the sort of suffering that only sentience can give rise to, which is not to say we let out trees but says rather that it is impossible to identify wrongs to ecosystems and groups that are not also intertwined with the fates of their sentient dependents. I conclude that Card is right to emphasize victims' suffering as a chief component of evil, and that the ontology of what constitutes a victim must be interpreted broadly, not the notion of suffering. (shrink)

Reconciling the many “faces” of Peirce – the Scientist, Philosopher, and Metaphysician - helps to make sense of the open-endedness and versatility of semiotics. Semiosis, for Peirce, knows no rigid hermeneutic or disciplinary bounds. It thus forces us to be open to interdisciplinary and holistic inquiries. The pragmatic maxim sets limits on metaphysical speculation, but it also legitimates the extension of the experimentalist method into cosmological, metaphysical, and even religious domains. Although Peirce's religious speculations are ultimately unsatisfactory, understanding why (...) Peirce expanded his thinking to such domains reveals the expansionist logic of Peircean semiotics beyond the mere idiosyncracies of the man. The triadic, dynamic logic of pragmatist inquiry seeks to expand to all social processes of fixing belief and forming habits, however quixotic; but it remains dubious whether such expansion can fully comport to the scientific, experimentalist method that Peirce preferred. (shrink)

In the third chapter of his book Psychosemantics , Jerry A. Fodor argues that the truth of meaning holism (the thesis that the content of a psychological state is determined by the totality of that state's epistemic liaisons) would be fatal for intentionalistic psychology. This is because holism suggests that no two people are ever in the same intentional state, and so a psychological theory that generalizes over such states will be composed of generalizations which fail to generalize. Fodor then (...) sets out to show that there is no reason to believe in holism by arguing that its primary foundation (i.e. functional-role semantics), when properly understood (i.e. when construed as a two-factor theory of content), is demonstrably false. In this paper, I argue two claims. First, I try to show that Fodor has seriously misrepresented two-factor theories and that his arguments against his strawman do nothing to indicate the falsity of the genuine article. Second, I argue that if one accepts meaning holism in the form of a two-factor theory, there is no particular reason to think that one is hereby committed to the futility of intentionalistic psychology. In making this point, I make a brief excursion into the psychological literature during which I discuss the belief perseverance phenomenon, the encoding specificity hypothesis, and a problem in human deductive reasoning. My second argument leads to a discussion of how such a psychology could be developed even if no two people are ever in the same intentional state. (shrink)

Natalia Carrillo and Tarja Knuuttila claim that there are two traditions of thinking about idealization offering almost opposite views on their functioning and epistemic status. While one tradition views idealizations as epistemic deficiencies, the other one highlights the epistemic benefits of idealization. Both of them treat idealizations as deliberate misrepresentations, however. They then argue for an artifactual account of idealization, comparing it to the traditional accounts of idealization, and exemplifying it through the Hodgkin and Huxley model of the nerve (...) impulse. From the artifactual perspective, the epistemic benefits and deficiencies introduced by idealization frequently come in a package due to the way idealization draws together different resources in model construction. Accordingly, idealization tends to be holistic in that it is not often easily attributable to some specific parts of the model. They conclude that the artifactual approach offers a unifying view into idealization in that it is able to recover several basic philosophical insights motivating both the deficiency and epistemic benefit accounts, while being simultaneously detached from the idea of distortion by misrepresentation. (shrink)

Climate change and biodiversity loss are interconnected crises that demand integrated solutions. While mitigation strategies such as reforestation and afforestation, renewable energy development, and Bioenergy with Carbon Capture and Storage (BECCS) are essential for reducing greenhouse gas emissions, they also pose risks to ecosystems, specifically biodiversity. This review examines the biodiversity impacts of these key mitigation strategies, identifying potential trade-offs and opportunities for synergy. Large-scale forest plantations can sequester carbon but often reduce biodiversity when implemented as monocultures. Renewable energy expansion, (...) particularly wind and solar farms, contributes to decarbonization but can disrupt habitats and wildlife migration. BECCS, though promoted for negative emissions, requires extensive land conversion, threatening biodiversity and food security. To balance climate action with ecological integrity, this study advocates for an eco-surplus culture, where mitigation strategies not only minimize harm but actively enhance biodiversity. Nature-based solutions, such as restoring native forests and integrating biodiversity-conscious renewable energy planning, offer pathways to maximize co-benefits. Policy frameworks must prioritize biodiversity safeguards, promote sustainable land use, and ensure community participation. Addressing climate and biodiversity goals together through holistic, long-term planning is essential for fostering environmental resilience and achieving genuinely sustainable climate solutions. (shrink)

Customer behavior, market dynamics, and technological advances have made it challenging for marketing theorists to provide comprehensive explanations and actionable insights. Although there are numerous substantive marketing frameworks, no formal marketing theory exists. This study aims to develop the first formal grounded theory in marketing by incorporating artificial intelligence and Forde's conceptual framework as a guiding lens. Charmaz's constructivist grounded theory tradition and Forde's conceptual framework and data analysis strategy were employed for this purpose. The data analysis strategy used with (...) grounded theory’s constant compare-and-contrast method comprises holistic and systems thinking, dramaturgical and situational analysis, perspective-taking, and deconstruction. To evaluate Glaser’s assertion that all is data, artificial intelligence was incorporated into the research as the data source for retrieving the theoretical samples to address the primary research question: How can Forde's conceptual framework and artificial intelligence be leveraged to develop a formal marketing theory grounded in evidence? Of significance was the emergence of democratic marketing behaviors and the normalization of anti-democratic marketing approaches leveraged to manipulate buyers or gain access to segments of customers. Buyers and sellers can simultaneously benefit from and be prejudiced by marketing exchange dynamics. This finding lends credibility to the newly emerged framework of strategic actions where empowerment and disempowerment are leveraged to achieve specific goals. Considering this finding, it is suggested that businesses view marketing as a symbiotic relationship between two power centers, buyers and sellers, who respectively strive to maintain human dignity and sustainability. Researchers are encouraged to apply the framework across substantive areas, international markets, public relations, political campaigns, and others. (shrink)

Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Willard Van Orman Quine (1902-2000) had a decisive role in setting the agenda of the themes, instruments and procedures of contemporary philosophy, providing an original meeting between American thinking and European, as well as in the delimitation (...) of the most significant characteristics of analytical philosophy. Their most well-known theses - refutation of the analytic-synthetic distinction; the indeterminacy of translation; ontological relativity; behaviorism; holism; the naturalization of epistemology - involving fields of ontology, epistemology, philosophy of language and philosophy of mind have serve the purpose of eroding borders that were historically prevalent between philosophy and natural science and, in this step, have shaped New Territories to the philosophical investigation. The publication of Quine in Dialogue witness not only the presence of the strong and unshakeable interest for the ideas of Quine, but mainly the strength of an intellectual practice style that has been marked deeply the philosophical English-speaking community; a practice that has as a characteristic mark the wide, open and indeterminate dialogue around themes, issues and concepts and not the worship of personalities, works and theories of the past. This review seeks to highlight that this work presents Quine as a philosopher that not only maintained a rich dialogue with other philosophers, many of them colleagues and ex-students - influencing and being influenced by them - but also as an intellectual who believed that the practice of dialogue is critical to the advancement of thought. (shrink)

I argue that Kant has developed a broad systematic account of the architectonic functionality of pure reason that can be used and advanced in contemporary contexts. Reason, in the narrow sense, is responsible for the picture of a well-ordered universe of science consisting of architectonic ideas of science, sciences and parts of sciences. In the first section (I), I show what Kant means by the architectonic ideas by explaining and interrelating the concepts of (a) the faculty of reason, (b) ideas (...) (as principles), (c) method, and (d) sciences of reason. Thereafter (II), I think through his holistic understanding of science and scientific progress and suggest differentiating between four levels of use of architectonic ideas, drawing on the metaphor of a well-structured universe as imagined by Kant in his work on the Universal Natural History and Theory of the Heavens. I also claim that each possible idea of reason can be (apart from its primary function) additionally regarded as a fourth-level architectonic concept when explicitly conceived as an object of (e. g. philosophical) studies, i. e. from a mere methodological perspective. In the final section (III), I unveil the potential of Kant’s theory by pointing out how this architectonic methodological function of pure reason is tacitly used in Karl-Otto Apel’s contemporary philosophical research programme. You can get the official version of the paper and the whole issue (open access) by clicking on the attached link. (shrink)

In the historical process, the importance of doing interdisciplinary work has been accepted in all social sciences and has become an undeniable phenomenon. The history of Islamic thought can undoubtedly be seen as a very fertile field for such a study. It is because many different disciplines start the historical formation process from the same point. In other words, they are historically constructed on a common narrative. In this respect, interdisciplinary reading can be most functional in the context of usûl-ı (...) fiqh, kalam, philosophy and mysticism, which can be expressed as the pillars of Islamic thought. In this framework, we have identified Ahmed Mahmûd Subhi, the Egyptian thinker and academician, as a prototype in our study. As a matter of fact, Subhi has an approach that stands out with a holistic perception of Islamic thought and has produced texts that can build the idea in question. We can build Subhî's way of thinking with a tradition he abides by or in a teacher-student relationship. What is needed for this is to take an in-depth look at his life and works. Such a study will serve as the key to our understanding of Subhi's scientific method. The ultimate aim of this study is to emphasize the importance of taking different disciplines as a basis in order to make healthy and correct interpretations of Islamic thought. This issue, which we have expressed as a claim, will be embodied by Subhî's ideas in his texts and turned into a concrete structure. (shrink)