Connectionism seems to avoid many of the problems of classical artificial intelligence, but has it avoided all of them? In this thesis I examine the problem that Intentionality, the directedness of thought to an object, raises for connectionism. As a preliminary approach, I consider the role of Intentionality in classical artificial intelligence from the programmer’s point of view. In this investigation, one problem I identify with classical artificial intelligence is that the Intentionality of the programmer seems to be projected onto (...) the system, rather than the programmer creating a system whereby Intentionality arises intrinsically within the system. -/- In considering the current practice of connectionism, the same problem with Intentionality reappears. The assignment of Intentional content to input or output nodes in a neural network likewise projects the Intentionality of the programmer onto the system, and that projection is often reinforced by the training process of the neural network. However, connectionism seems to have an advantage over classical artificial intelligence in this respect, in that there is a form of neural network in which the network itself organizes the output nodes. The challenge is to utilize these self-organizing networks without having the programmer project Intentionality onto the system in an act of interpretation. -/- I suggest that the way to overcome these problems in connectionism is to embody the neural network within a world, whether physical or virtual, and to allow the system to develop concepts purely empirically. In this manner, connectionism can make scientific observations concerning the nature of cognition without the risk of contamination from the programmer’s own Intentionality. (shrink)

This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in present-day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking, and the political significance of education for thinking. Adorno touched upon educational questions throughout his writings, with growing interest in the last ten years of his life. Education, he argues following (...) Kant, must enable students to think for themselves and to break free of the authority of teachers, parents and other adults. Nevertheless, in his discussions of education Adorno says little about the nature of thinking, and the secondary literature on his educational theory addresses this question only cursorily. Important claims on the nature of thinking do appear elsewhere in Adorno's work. From his early writings up to Negative Dialectics, Adorno is preoccupied with thinking, sketching the outlines of critical-dialectical thought. Still, these reflections rarely touch upon educational questions, and the Adorno scholarship has yet to establish this link. Unlike studies which read Adorno's educational thought against the backdrop of the history of education and the German Bildung tradition, or in relation to art and aesthetics, the present article brings together Adorno's ideas on education and thinking in an attempt to contribute both to the Adorno scholarship and to the growing field of education for thinking. (shrink)

This paper reviews arguments concerning the relation between relativism and tolerance, both whether tolerance entails relativism, and whether relativism entails tolerance. Two new arguments are offered to support the contention that there is no necessary relation between relativism and tolerance. In particular, building on the classic argument by Geoffrey Harrison, this paper argues that even if there is no strict dichotomy between facts and values, as Harrison had assumed, relativism still does not entail tolerance for every relativized perspective.

The consequences of Quine's criterion of ontological commitment epitomized in his treatment of the term 'Pegasus' in "On What There Is" are evaluated in terms of Quine's own work, in particular in "The Variable" and "Variables Explained Away". There is a cost to maintaining this criterion with regard to the empirical consequences of some non-existent objects, given considerations prompted by Quine's holism. This cost can be reduced by adopting a noneist position according to which non-existent objects can be values of (...) bound variables as well. (shrink)

There is a controversy concerning whether to give Section 1.4.1 of Hume’s Treatise of Human Nature a skeptical or naturalistic reading. I divide the overall interpretation of this section into seven smaller interpretative theses, none of which alone determine either a skeptical or naturalistic reading, but which together better support what has been called the naturalistic interpretation.

Inauthenticity can be understood as following the herd, in line with a metaphor from Nietzsche. The idea of inauthentic philosophy is explored in an analysis of the titles of articles in philosophy journals, particularly those following the general pattern of 'x and the Politics of y'.

This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this (...) dimension altogether. My discussion starts with elaborating the concept of articulation and analysing it in terms of three dimensions: performance, connection and transformation. I then address the role of education in Gramsci’s politics, in which the figure of the intellectual is central, and argue that radical democratic education requires renouncing that figure. In the final section, I offer a theory of such education, in which both teacher and students articulate their political differences and identities. (shrink)

In the marketplace of opinions concerning the metaphysics of mind and consciousness panqualityism (PQ) occupies an interesting position. It is a distinct variant of neutral monism, as well as of protophenomenalism, and as such it strives to carve out a conceptual niche midway between physicalism and mentalism. It is also a brand of Russellian monism, advocated by its supporters as a less costly and less extravagant alternative to panpsychism. Being clearly articulated and relatively well-developed it constitutes an intriguing view. Nonetheless, (...) the present paper takes a decisively critical stance towards PQ. In particular, it challenges it on two principal grounds. First, I argue that PQ's analysis of experience, and of the qualities tasked with constituting the phenomenal character of experience, is fundamentally flawed. Second, I argue that PQ's attempt to explain phenomenal consciousness as a function of reflective awareness is equally misguided. Along the way, the paper also points the shortcomings of previously established critiques of PQ. All in all, the discussion identifies some difficulties that are likely to generalize beyond PQ's specific circumstances, raising concerns regarding the viability of a "middle of the road" solution to the mind–body problem. (shrink)

According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to critical thinking as (...) instrumental in eliminating its occasional errors, I shall argue, following Deleuze, that common sense education in fact thwarts thinking, while only education which revolves around making sense may provoke thinking that goes beyond the self-evident. I demonstrate how making sense can become an educational encounter that breaks hierarchies and generates thinking independently of the thinker’s knowledge and place in the sociopolitical order. The present article attempts, therefore, to put some sense into Deleuzian education for thinking, and thereby shed new light on its radical-political, counter-commonsensical power. (shrink)

In the Categories, Aristotle addresses two different cases of dual categorization, cases in which the same thing might appear in two different categories: relatives and secondary substances in the first case, qualities and relatives in the second. His treatment of these two cases is markedly different. Ackrill thinks dual categorization poses a dilemma for Aristotle’s project as a whole, but I argue that there is a dilemma only on particular understandings of Aristotle’s purpose in compiling the list of categories. I (...) investigate various interpretations of the categories to find one that explains Aristotle’s reactions to dual categorization, and suggest an interpretation of the peculiar four-fold system of classification in Chapter 2. (shrink)

There seems to be a difficulty in the practice of metaphysics, in that any methodology used in metaphysical study relies on certain presuppositions, whereby it seems that metaphysical results are relative to those presuppositions. What is needed is a methodology that can yield objective metaphysical results that are not limited by the presuppositions of that methodology. This paper argues for a way to triangulate on stable metaphysical results by using existing methodologies as perspectives on metaphysical topics, and by reducing the (...) differences between those perspectives to non-perspectival truths, if possible. (shrink)

In response to suspicions concerning the use of possible worlds in philosophy, this brief paper proposes an analysis of possibility that requires only a single world, using a combination of temporal logic and a potentiality operator.

Incoherence arguments are intended to demonstrate that some philosophical position should be rejected because it is fatally flawed. I review the kinds of fatal flaws targeted in incoherence arguments, and argue that such arguments are not conclusive against the position they target, but merely pose challenges that require greater imagination. Furthermore, I claim that apparently incoherent positions have an instrumental value in expanding the intellectual resources of philosophy.

In this paper I discuss two attempts to challenge mainstream liberal education, by Hannah Arendt and by contemporary Israeli philosopher Hanan Alexander. Arendt and Alexander both identify problems in liberal-secular modern politics and present alternatives based on reconnecting politics and education to tradition. I analyze their positions and bring them into a dialogue that suggests a complex conception of education that avoids many of the pitfalls of modern liberal thought. First, I outline Arendt and Alexander’s educational views and discuss their (...) similarities, arguing that both may be understood as opposed to the modern attempt to adopt a «view from nowhere» at the world. Next, I suggest that Alexander’s view may benefit from adopting Arendt’s conceptions of tradition and authority. In the consecutive section, I argue that Alexander sheds light on significant problems in Arendt’s approach to education, problems his understanding of critical dialogue can help solve. The succeeding section joins the two views together to form an approach I call «critical traditionalism», and examines it against prevailing approaches to political education. I conclude by pointing to an important point overlooked by both Arendt and Alexander, namely the need for internal political struggle within each tradition. (shrink)

This paper approaches the question of the relations between laypeople and experts by examining the relations between common sense and philosophy. The analysis of the philosophical discussions of the concept of common sense reveals how it provides democratic politics with an egalitarian foundation, but also indicates how problematic this foundation can be. The egalitarian foundation is revealed by analyzing arguments for the validity of common sense in the writings of Thomas Reid. However, a look at three modern philosophers committed to (...) the link between philosophy and common sense – Descartes, Berkeley and, again, Reid – shows that each assigns very different contents to the concept. This raises the suspicion that modern common sense is not only an egalitarian element, but also a rhetorical tool with which intellectuals attempt to shape the views of the lay masses. The last part suggests that the way out of the predicament is rejecting the supposition that common sense is a unified, homogeneous whole. An alternative is sketched through Antonio Gramsci’s concept of common sense. (shrink)

This article argues that the Indian philosopher-mystic Sri Aurobindo espoused a sophisticated form of cosmopsychism that has great contemporary relevance. After first discussing Aurobindo’s prescient reflections on the “central problem of consciousness” and his arguments against materialist reductionism, I explain how he developed a panentheistic philosophy of “realistic Adwaita” on the basis of his own spiritual experiences and his intensive study of the Vedāntic scriptures. He derived from this realistic Advaita philosophy a highly original doctrine of evolutionary cosmopsychism, according to (...) which the Divine Saccidānanda is “involved” in everything in the universe and gradually manifests itself at each stage of the evolutionary process from matter to life to mind, and ultimately, to Supermind—the final stage that is yet to come, upon the attainment of which we will attain knowledge of our true divine nature as Saccidānanda. I then reconstruct Aurobindo’s novel solution to the individuation problem, according to which the Divine Saccidānanda individuates into various distinct consciousnesses by playfully limiting itself through a process of “exclusive concentration.” Finally, I highlight the continued relevance of Aurobindo’s evolutionary cosmopsychism by bringing him into conversation with Itay Shani, a contemporary proponent of cosmopsychism. (shrink)