In the first part of the paper, I present a framework for the description and evaluation of teleosemantic theories of intentionality, and use it to argue that several different objections to these theories (the various indeterminacy and adequacy problems) are, in a certain precise sense, manifestations of the same underlying issue. I then use the framework to show that Millikan's biosemantics, her own recent declarations to the contrary notwithtanding, presents indeterminacy. In the second part, I develop a novel teleosemantic proposal (...) which makes progress in the treatment of this family of problems. I describe a procedure to derive a (unique) homeostatic property cluster [HPC] from facts having to do with the properties that a certain indicator relied on, in the events leading to its fixation in a certain population. This HPC is the one that should figure in the content attribution to the indicator in question. (shrink)

Intentionalism is the view that perceptual phenomenology depends on perceptual content. The aim of this paper is to make explicit an ambiguity in usual formulations of intentionalism, and to argue in favor of one way to disambiguate it. It concerns whether perceptual phenomenology depends on the content of one and only one representation (often construed as being identical to a certain perceptual experience), or instead depends on a collection of many different representations throughout the perceptual system. We argue in favor (...) of the latter option. Intentionalism so conceived can make better sense of contemporary neuroscience of perception, and is better equipped to confront several influential objections to traditional intentionalism. (shrink)

We address Steel’s Programme to identify a ‘preferred’ universe of set theory and the best axioms extending ZFC by using his multiverse axioms MV and the ‘core hypothesis’. In the first part, we examine the evidential framework for MV, in particular the use of large cardinals and of ‘worlds’ obtained through forcing to ‘represent’ alternative extensions of ZFC. In the second part, we address the existence and the possible features of the core of MV_T (where T is ZFC+Large Cardinals). In (...) the last part, we discuss the hypothesis that the core is Ultimate-L, and examine whether and how, based on this fact, the Core Universist can justify V=Ultimate-L as the best (and ultimate) extension of ZFC. To this end, we take into account several strategies, and assess their prospects in the light of MV’s evidential framework. (shrink)

The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) through (...) discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)

We explore the contribution made by oscillatory, synchronous neural activity to representation in the brain. We closely examine six prominent examples of brain function in which neural oscillations play a central role, and identify two levels of involvement that these oscillations take in the emergence of representations: enabling (when oscillations help to establish a communication channel between sender and receiver, or are causally involved in triggering a representation) and properly representational (when oscillations are a constitutive part of the representation). We (...) show that even an idealized informational sender–receiver account of representation makes the representational status of oscillations a non-trivial matter, which depends on rather minute empirical details. (shrink)

A holobiont is a composite organism consisting of a host together with its microbiome, such as a coral with its zooxanthellae. To explain the often intimate integration between hosts and their microbiomes, some investigators contend that selection operates on holobionts as a unit and view the microbiome’s genes as extending the host’s nuclear genome to jointly comprise a hologenome. Because vertical transmission of microbiomes is uncommon, other investigators contend that holobiont selection cannot be effective because a holobiont’s microbiome is an (...) acquired condition rather than an inherited trait. This disagreement invites a simple mathematical model to see how holobiont selection might operate and to assess its plausibility as an evolutionary force. This paper presents two variants of such a model. In one variant, juvenile hosts obtain microbiomes from their parents (vertical transmission). In the other variant, microbiomes of juvenile hosts are assembled from source pools containing the combined microbiomes of all parents (horizontal transmission). According to both variants, holobiont selection indeed causes evolutionary change in holobiont traits. Therefore, holobiont selection is plausibly an effective evolutionary force with either mode of microbiome transmission. The modeling employs two distinct concepts of inheritance, depending on the mode of microbiome transmission: collective inheritance whereby juveniles inherit a sample of the collected genomes from all parents, as contrasted with lineal inheritance whereby juveniles inherit the genomes from only their own parents. A distinction between collective and lineal inheritance also features in theories of multilevel selection. (shrink)

Abstract: Introspection reveals that one is frequently conscious of some form of inner speech, which may appear either in a condensed or expanded form. It has been claimed that this speech reflects the way in which language is involved in conscious thought, fulfilling a number of cognitive functions. We criticize three theories that address this issue: Bermúdez’s view of language as a generator of second-order thoughts, Prinz’s development of Jackendoff’s intermediate-level theory of consciousness, and Carruthers’s theory of inner speech as (...) a rehearsal of action-schemata. We contend they have problems to account for those cases in which inner speech is fragmentary, and for the difference with those instances in which it appears as more sentence-like. In addition, we present verbal overshadowing as a phenomenon that neither of them can easily explain. Finally, we propose an account in which inner speech is fundamentally silent outer speech and argue that it is more explanatory than the alternatives. (shrink)

Categorization behavior can be fruitfully analyzed in terms of the trade‐off between as high as possible faithfulness in the transmission of information about samples of the classes to be categorized, and as low as possible transmission costs for that same information. The kinds of categorization behaviors we associate with conceptual atoms, prototypes, and exemplars emerge naturally as a result of this trade‐off, in the presence of certain natural constraints on the probabilistic distribution of samples, and the ways in which we (...) measure faithfulness. Beyond the general structure of categorization in these circumstances, the same information‐centered perspective can shed light on other, more concrete properties of human categorization performance, such as the results of certain prominent experiments on supervised categorization. (shrink)

El autor del artículo edita y estudia una inscripción funeraria inédita de época helenística encontrada en Aptera (Creta) por la arqueóloga griega V. Ninioú-Kindelí. El texto de la inscripción dice así: A) Σώσανδρος | Βίτωνος. B) Ἀμφιμήδης | Σωσάνδρω.

I respond to an objection recently formulated by Barlassina and Hayward against first-order imperativism about pain, according to which it cannot account for the self-directed motivational force of pain. I am going to agree with them: it cannot. This is because pain does not have self-directed motivational force. I will argue that the alternative view—that pain is about dealing with extramental, bodily threats, not about dealing with itself—makes better sense of introspection, and of empirical research on pain avoidance. Also, a (...) naturalistic theory of body-involving commands falls straightforwardly out of our most prominent naturalistic metasemantic accounts, while the token-reflexive contents that would underlie self-directed motivation are more problematic. (shrink)

Why do we have social norms—of fairness, cooperation, trust, property, or gender? Modern-day Humeans, as I call them, believe these norms are best accounted for in cultural evolutionary terms, as adaptive solutions to recurrent problems of social interaction. In this paper, I discuss a challenge to this “Humean Program.” Social norms involve widespread behaviors, but also distinctive psychological attitudes and dispositions. According to the challenge, Humean accounts of norms leave their psychological side unexplained. They explain, say, why we share equally, (...) but not why we disapprove of those who don’t. I defend the Humean Program against this challenge. In particular, I suggest an idea for how to extend the Program to account for the psychological side of norms. Socially adaptive behaviors aren’t just likely to emerge in a group; They are also likely to be widely taught within it. The transmission of these behaviors through instruction explains why they are associated with distinctive normative attitudes and dispositions. These attitudes play a pedagogical role in helping transmit these behaviors to children and newcomers. (shrink)

Recent work on signaling has mostly focused on communication between organisms. The Lewis–Skyrms framework should be equally applicable to intra-organismic signaling. We present a Lewis–Skyrms signaling-game model of painful signaling, and use it to argue that the content of pain is predominantly imperative. We address several objections to the account, concluding that our model gives a productive framework within which to consider internal signaling.

Entre las virtudes de la explicación de Gewirth, destaca su potencial para delimitar el objeto de los derechos humanos y contener la expansión incontrolada del discurso de los derechos. Al ceñirse al contexto de la acción y a los rasgos necesarios para la agencia intencional, dicha explicación proporciona un fundamento basado en la autonomía y libertad de los agentes intencionales prospectivos, tan solo limitadas por aquellas exigencias racionales derivadas de la igual consideración del status moral de todos los demás agentes (...) intencionales prospectivos quienes, en última instancia, se identifican con la humanidad en su conjunto mediante las ideas implícitas de reciprocidad y responsabilidad moral por los actos propios. En definitiva, el argumento de Gewirth desemboca en el PCG para proporcionar un fundamento racional de los derechos humanos limitado a la estructura normativa de la acción, la agencia intencional prospectiva potencial o actual de todos los seres humanos y los bienes necesarios para la acción intencional: la libertad y el bienestar. (shrink)

We present a dynamic model of the evolution of communication in a Lewis signaling game while systematically varying the degree of common interest between sender and receiver. We show that the level of common interest between sender and receiver is strongly predictive of the amount of information transferred between them. We also discuss a set of rare but interesting cases in which common interest is almost entirely absent, yet substantial information transfer persists in a *cheap talk* regime, and offer a (...) diagnosis of how this may arise. -/- . (shrink)

The human subject in as much as he knows transforms the sensitive and concrete (the thing perceived) into abstract (an image of the thing perceived), the abstract into an idea (imaginative representation of the thing abstracted), and ideas into contents of conscience (meanings). The last step in the creation of meanings, something being executed in the speech act, consists in fixing the construct mentally created thus making it objectified meanings in the conscience of speakers. The interchange amongst the different steps (...) in the creation of meaning manifests lógos, the state lived by speakers in their interior when speaking, created and developed in words and because of words. (shrink)

This paper addresses the relationship between logic and phenomenology at a historical moment that precedes the big divide between analytic philosophy and phenomenology. In analysing alternative derivations of phenomenological logic, the discussion focuses on the case of two notorious neo-Kantian Mexican philosophers from the first half of the XXth century: Adalberto García de Mendoza and Francisco Larroyo. It is argued that both García de Mendoza and Larroyo made an original contribution to the discussion on the relationship between phenomenology and logic. (...) Further, this paper attempts to present a charitable portrait of both García de Mendoza and Larroyo in contrast to underrating approaches to both Mexican philosophers. In so doing, this paper adopts a historical—thought not strictly biographical— perspective. While it is true that neither García de Mendoza nor Larroyo could be considered “phenomenologists” or “Husserl scholars” according to contemporary standards it is worth noticing that they engage in the discussion of phenomenological logic. Both authors had the project of developing a grounding logic for science and, as the article argues, both attempts could be even linked. Their project, however, was unfinished. The plan of this paper is as follows. The first section addresses the problem of the relationship between logic and phenomenology. The second one focuses on García de Mendoza’s contributions. The third one elaborates on Larroyo’s Logic of Sciences. And, finally, the fourth section elaborates on these Mexican philosophers’ contributions to education, making as well further observations concerning the similarities and differences between both authors. (shrink)

There has been much discussion of so-called teleosemantic approaches to the naturalization of content. Such discussion, though, has been largely confined to simple, innate mental states with contents such as ?There is a fly here.? Even assuming we can solve the issues that crop up at this stage, an account of the content of human mental states will not get too far without an account of productivity: the ability to entertain indefinitely many thoughts. The best-known teleosemantic theory, Millikan's biosemantics, offers (...) an account of productivity in thought. This paper raises a basic worry about this account: that the use of mapping functions in the theory is unacceptable from a naturalistic point of view. (shrink)

This paper addresses the problem of sound individuation (SI) and its connection to sound ontology (SO). It is argued that the problems of SI, such as aspatiality, extreme individuation, indexical perplexity and duration puzzles are due to SO’s uncertainties. Besides, I describe the views in SO, including the wave view (WV), the property view (PV), and the event view (EV), as Casey O’Callaghan defends it. According to O’Callaghan, EV offers clear standards to individuate sounds. However, this claim is countered by (...) the consideration that any view could also defend the standards in SO, and thus, EV does not solve any of the problems mentioned above. As a way of showing the difficulties inherited by sound’s inner ontology, the problem of its linguistic representation is also addressed. The problem of SI can be developed within the frame of the philosophy of language and, specifically, regarding the discussion about mass vs count-­sortal terms. Is the term sound a mass or a count­-sortal? It is shown that, for reasons pertaining SO, the decision regarding the case of sound as a mass or count-­sortal term remains open. SI is, thus, covered from the SO to the philosophy of language. (shrink)

We aim to map out the points of confluence between phronesis and emotion, as well as the nature of this confluence. We do so based on philosophical and psychological explanations of emotions and phronesis. Making sound decisions, which requires phronesis, is an important matter, but its relationship with emotions has only just begun to be studied. We propose that the interplay between phronesis and emotion is possible (rather than inevitable) because both have a cognitive-behavioural structure and because emotions are hierarchical. (...) In the case of emotion, there are no gaps between the cognitive and behavioural dimensions, while phronetic acts can only manifest if cognitive and behavioural aspects are activated simultaneously. The confluence we identify is bidirectional and involves mutual enrichment in this dual dimension. On the one hand, phronesis enriches emotion because it involves extra subjective knowledge and allows emotion to be directed towards higher goals. On the other hand, emotions enrich phronesis because phronesis makes decisions based on sensitive preferences and because emotions confirm correctness in the context of moral decision making. Methodologically, this study is theoretical and interdisciplinary, as our approach is both philosophical and psychological. Philosophy helps us to improve the conceptual foundation of the construct, while psychology provides an analysis of the emotional process, allowing philosophy to understand how emotional evaluation-assessment and motivation lead to decision making. (shrink)

Some mental states have valence—they are pleasant or unpleasant. According to imperativism, valence depends on imperative content, while evaluativism tells us that it depends on evaluative content. We argue that if one considers valence’s informational profile, it becomes evident that imperativism is superior to evaluativism. More precisely, we show that if one applies the best available metasemantics to the role played by (un)pleasant mental states in our cognitive economy, then these states turn out to have imperative rather than evaluative content, (...) since: (i) they are much more informative about behaviour than they are about the world; and (ii) they occupy a stage in the information-processing chain that is closer to behaviour production than it is to the uptake of sensory information. This is our metasemantic argument for imperativism. (shrink)

Legal theorists seek to persuade other jurists of certain theories: Textualism or purposivism; formalism or realism; natural law theory or positivism; prison reform or abolition; universal or particular human rights? Despite voluminous literature about these debates, tremendous uncertainty remains about which views experts endorse. This Article presents the first-ever empirical study of American law professors about legal theory questions. A novel dataset of over six hundred law professors reveals expert consensus and dissensus about dozens of longstanding legal theory debates. -/- (...) Law professors also debate questions about the nature of the legal academy. Descriptively, which subjects (e.g. constitutional law) and methods (e.g. law & economics) are most central within the legal academy today? And prescriptively, should today’s legal academy prioritize additional areas (e.g. legislation) or methods (e.g. critical race theory)? There is great interest in these questions but no empirical dataset of experts’ views; this results in uncertainty about which views experts endorse. This Article’s empirical study also clarifies these questions, documenting law professors’ evaluation of over one-hundred areas of law. -/- The legal theory and legal academy findings support implications for legal scholarship, education, and practice. Clearly, debates about law and the legal academy’s evolution should not be settled by a survey. Nevertheless, insofar as law professors are experts about these issues, it is instructive to discover and carefully examine what views those experts hold, so as to help determine which views are most likely to be true and how the legal academy ought to develop. (shrink)

In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to manifest (...) with education. When educational systems are not sensitive to the original, they develop falsehood. With the aim of consolidating the validity of the pedagogical-anthropological foundation of Sensitive Education, this study seeks to show how Edith Stein’s argument explains Sensitive Education, although Stein, after her conversion, uses explicitly Christian terminology. Stein’s direct terms serve to describe Education Sensitive to the Holy Spirit, but for those who do not start from a Christian worldview, Education Sensitive to Origin can be a more non-denominational way of approaching the Original. To achieve this objective, an analytical-synthetic methodology has been followed in which essential features of Sensitive Education are proposed and in a hermeneutic manner, arguments are extracted from the writings of Edith Stein that offer support for these essential features. In conclusion, it is sufficiently shown that Edith Stein’s thought provides a pedagogical foundation to Sensitive Education. (shrink)

An important objection to signaling approaches to representation is that, if signaling behavior is driven by the maximization of usefulness, then signals will typically carry much more information about agent-dependent usefulness than about objective features of the world. This sort of considerations are sometimes taken to provide support for an anti-realist stance on representation itself. The author examines the game-theoretic version of this skeptical line of argument developed by Donald Hoffman and his colleagues. It is shown that their argument only (...) works under an extremely impoverished picture of the informational connections that hold between agent and world. In particular, it only works for cue-driven agents, in Kim Sterelny’s sense. In cases in which the agents’ understanding of what is useful results from combining pieces of information that reach them in different ways, and that complement one another, maximizing usefulness involves construing first a picture of agent-independent, objective matters of fact. (shrink)

Our limited a priori-reasoning skills open a gap between our finding a proposition conceivable and its metaphysical possibility. A prominent strategy for closing this gap is the postulation of ideal conceivers, who suffer from no such limitations. In this paper I argue that, under many, maybe all, plausible unpackings of the notion of ideal conceiver, it is false that ideal negative conceivability entails possibility.

Altruism and solidarity are concepts that are closely related to organ donation for transplantation. On the one hand, they are typically used for encouraging people to donate. On the other hand, they also underpin the regulations in force in each country to different extents. They are often used indistinctly and equivocally, despite the different ethical implications of each concept. This paper aims to clarify to what extent we can speak of altruism and solidarity in the predominant models of organ donation. (...) It also raises the ethical question of whether these categories are adequate as a basis for such models, bearing in mind that organs are a scarce resource and that a shortage of them may mean that fewer lives are saved or improved. (shrink)

Introduction: Traditionally, empathy has been studied from two main perspectives: the theory-theory approach and the simulation theory approach. These theories claim that social emotions are fundamentally constituted by mind states in the brain. In contrast, classical phenomenology and recent research based on enactive theories consider empathy as the basic process of contacting others’ emotional experiences through direct bodily perception and sensation. Objective: This study aims to enrich knowledge of the empathic experience of pain by using an experimental phenomenological method. Method: (...) Implementing an experimental paradigm used in affective neuroscience, we exposed 28 healthy adults to a video of sportspersons suffering physical accidents while practicing extreme sports. Immediately after watching the video, each participant underwent a phenomenological interview to gather data on embodied, multi-layered dimensions (bodily sensations, emotions, and motivations) and temporal aspects of empathic experience. We also performed quantitative analyses of the phenomenological categories. Results: Experiential access to the other person’s painful experience involves four main-themes. Bodily resonance: participants felt a multiplicity of bodily, affective, and kinesthetic sensations. Attentional focus: some participants centered their attention more on their own personal discomfort and sensations of rejection, while others on the pain and suffering experienced by the sportspersons. Kinesthetic motivation: some participants experienced the feeling in their bodies to avoid or escape from watching the video, while others experienced the need to help the sportspersons avoid suffering any injury while practicing extreme sports. Temporality of experience: participants witnessed temporal fluctuations in their experiences, bringing intensity changes in their bodily resonance, attentional focus, and kinesthetic motivation. Finally, two experiential structures were found: one structure is self-centered empathic experience, characterized by bodily resonance, attentional focus centered on the participant’s own experience of seeing the sportsperson suffering, and self-protective kinesthetic motivation; the other structure is other-centered empathic experience, characterized by bodily resonance, attentional focus centered on the sportsperson, and prosocial kinesthetic motivation to help them. Discussion: We show how phenomenological data may contribute to comprehending empathy for pain in social neuroscience. In addition, we address the phenomenological aspect of the enactive approach to the three dimensions of embodiment of human consciousness, especially the intersubjective dimension. Also, based on our results, we suggest an extension of the enactive theory for non-interactive social experience. (shrink)

Linguistics of Saying is to be analyzed in the speech act conceived as an act of knowing. The speaking, saying and knowing subject, based on contexts and the principles of congruency and trust in the speech of other speakers, will create meanings and interpret the sense of utterances supplying the deficiencies of language by means of the intellective operations mentally executed in the act of speech. In the intellective operations you can see three steps or processes: first the starting point, (...) intuition or aísthesis; second, the process of abstraction; and third, the inverse: the process of determination or fixing the construct created. (shrink)

Linguistics of saying studies language in its birth. Language is the mental activity executed by speaking subjects. Linguistics of saying consists in analyzing speech acts as the result of an act of knowing. Speaking subjects speak because they have something to say. Tthey say because they define themselves before the circumstance they are in. And this is possible because they are able to know. Speaking, then, is speaking, saying and knowing. In this sense there is a progressive determination. Knowing makes (...) possible saying, and saying determines speaking, or, in other words: speaking involves saying and knowing, and saying involves knowing. The problem thus is to determine the meaningful intentional purpose of the individual speaker to say something in every speech act. (shrink)

Language is nothing but human subjects in as much as they speak, say and know. Language is something coming from the inside of the speaking subject manifest in the intentional meaningful purpose of the individual speaker. A language, on the contrary, is something coming from the outside, from the speech community, something offered to the speaking subject from the tradition in the technique of speaking. The speech act is the performance of an intuition by the subject, both individual and social.

This study aimed to determine the health practices among the secondary school teachers during the Covid-19 pandemic in Ichon National High School. This considered the socio - demographic profile of the teachers in terms of age, sex, civil status and teaching load and the extent of practice employed by the teachers in the said health dimensions. A total of 53 teachers from Ichon National High School participated as respondents in the evaluative method of research that consists in three parts questionnaires. (...) The statistical treatment used in the computation and analysis of gathered data to determine the socio-demographic profile of the respondents are the descriptive statistics such as frequency and percentage. As to the significance of health practices during COVID-19 pandemic, Kruskal Wallis and Mann-Whitney U test was used to analyze the significant differences on the extent of practices among the different health dimensions. The very high extent of the implementation on the health practices during COVID-19 pandemic shows that the teachers are frequently practiced the health practices. The highest mean in mental aspect is conclusive that teacher during the pandemic exert effort to stay healthy on this and other areas as well. It is recommended to conduct further study regarding on the health practices among the secondary school teachers. (shrink)

Speakers live language, that is, they intuit, create, acquire, perform, speak and say, interpret, use, evaluate and, even, speak of language. The real language is the language lived by speakers. On the contrary linguists, who at the same time are speakers and linguists, study language as something manifesting of front of them. In order to study language it is necessary to determine the degree of reality of the thing called language as the reality lived and used by speakers.

La Educación Sensible es ayuda para que el “yo” habite en su “hogar interior” y crezca hacia su “apoteosis original” en el “nosotros”, donde se hace cocreador de belleza con libertad, sabiduría y amor. La educación sensible es pedagogía no invasiva pero radicalmente exigente para que la persona acepte desplegar su versión original y vivir con gozo en un “nosotros-maduro”. No es una pedagogía que protege a los sensibles; es una educación que atiende a todas las personas, independientemente de su (...) grado de sensibilidad: alta, media o baja (como intervalos comunes que se manejan en las ciencias de la sensibilidad). La sensibilidad personal es capaz de captar la propia originalidad y disponerse para interpretarla en los dos sentidos: comprenderla y actuarla. La sensibilidad humana necesita la educación sensible para que sea punto de partida de un desarrollo personal auténtico y pleno de la propia originalidad que es alterada y altera la de los “yoes” con quien habita la existencia formando “nosotros”, que a su vez, se impactan con interdependencia. Además de al “yo”, la educación sensible se orienta al “nosotros”, que será tanto más “sensible” en la medida que altera la intimidad de la persona con “amor-maduro” que es fuente de gozo, a pesar de los pesares. Sin educación sensible la vida daña y cuanta mayor es la sensibilidad de la persona, mayor es el daño, pero también es mayor la capacidad para detectarlo cicatrizarlo y ayudar a otros con educación sensible. Así, la educación sensible se manifiesta de tres maneras: como acción sanadora de la persona, destrucción creadora para evolucionar en el tiempo, como la crisálida se transforma en mariposa, y acción desarrollante del propio potencial con originalidad. (shrink)

Both Franz Brentano and Edmund Husserl addressed sound while trying to explain the inner consciousness of time and gave to it the status of a supporting example. Although their inquiries were not aimed at clarifying in detail the nature of the auditory experience or sounds themselves, they made some interesting observations that can contribute to the current philosophical discussion on sounds. On the other hand, in analytic philosophy, while inquiring the nature of sounds, their location, auditory experience or the audible (...) qualities and so on, the representatives of that trend of thought have remained silent about the depiction of sound and the auditory phenomena in the phenomenological tradition. The paper’s intention is to relate both endeavours, yet the perspective carried out is that of analytic philosophy and, thus, I pay special attention to conceptual analysis as a methodological framework. In this sense, I first explain what sound ontology is in the context of analytic philosophy and the views that it encompasses— namely, the Property View (PV), the Wave View (WV) and the Event View (EV)—. Secondly, I address the problems it entails, emphasising that of sound individuation. In a third section, I propose the possibly controversial conjunction of a “Brentano-Husserl Analysis of the Consciousness of Time” (for short “Brentano-Husserl analysis”) and outline the commonalities of both authors, without ignoring its discrepancies. My main focus is Husserl’s 1905 Vorlesungen zur Phänomenologie des Inneren Zeitbewusstseins. While addressing the Brentano-Husserl analysis, I elaborate on the problem of temporal and spatial extension (Raumlichkeit and Zeitlichkeit, respectively) of both consciousness and sound. Such comparison is a key one, since after these two developments, one can notice some theoretical movements concerning the shift of attention from sounds to the unity of consciousness, and how they mirror each other. After examining the controversial claims concerning the temporal and spatial extension of both consciousness and sound, I argue in the concluding paragraphs that while considering the accounts of sound ontology, the Brentano-Husserl analysis would probably endorse a Property View and that this could have interesting consequences for the issue of Sound Individuation. (shrink)

A partir de los postulados de una concepción semántica de norma y su clasificación en reglas y principios, Robert Alexy ha enunciado una tesis fuerte de la separación, al concebir que entre ambos tipos de normas no solo existe una diferencia gradual, sino también cualitativa. En este contexto, los principios son descritos como mandatos de optimización, caracterizados por un cumplimiento gradual en atención a las posibilidades reales y jurídicas, y a través de la denominada técnica de la ponderación. A pesar (...) de las objeciones recibidas, la vigencia de esta tesis resulta incuestionable, sirviendo todavía de inspiración a las nuevas generaciones de juristas interesados en la Teoría del Derecho. En el presente capítulo se pretende exponer de manera sucinta pero precisa los postulados del principialismo alexyano, las críticas más recurrentes y sus posibles respuestas, para terminar con algunas notas interpretativas que persiguen contribuir a la continuación del camino trazado por el insigne profesor alemán. (shrink)

When we speak of language we usually use the concept of a particular language. In this sense the concept denoted with the word language may vary from one language to another. Real language (=the language spoken) on the contrary is the reality lived by speakers thus encompassing complex and multifarious activities. Depending on the language spoken, the modes of thinking, modes of being in the conception of things, and systems of beliefs transmitted by means of particular languages, denote the living (...) reality of language with different grammatical categories. The concept “language” is expressed sometimes with a noun, thus denoting something existing in it; sometimes with a verb, thus denoting an action or an activity; and sometimes with an adverb, thus denoting the mode of an activity. The reality or degree of reality implicit in these grammatical categories involves a particular mode of thinking, prompted with a particular mode of being in the conception of things. Because of this it is necessary to distinguish the concept of language as something different from the reality of language. But first of all it is necessary to determine the reality or degree of reality of both the reality lived by speakers and the thing usually conceived of as language or a language. (shrink)

Meaning defines language because it is the internal function of language. At the same time, meaning does not exist unless in language and because of language. From the point of view of the speaking subject meaning is contents of conscience. From the point of view of a language, meaning is the objectification of knowledge in linguistic signs. And from the point of view of the individual speaking subject, meaning is the expressive intentional purpose to say something.

Imperativism is the view that the phenomenal character of the affective component of pains, orgasms, and pleasant or unpleasant sensory experience depends on their imperative intentional content. In this paper I canvass an imperativist treatment of pains as reason-conferring states.

Meaning as the original function of language is the arrangement of internal things on the part of the creative and historical individual subject who speaks a particular language. Meaning constitutes the series of contents making up the linguistic world human subjects can manage real things with. Real things are not described with meanings but merely represented and designated. Meanings represent the essence of things thus making them members of a category. In this sense, meaning is the base to create things (...) in as much as they constitute entities. Only through the operation of determination can meanings designate individual real things. Since meaningful categories are intended to particular purposes, meaning is intentional and inclusive. (shrink)

(This is the prologue to a book examining the causes of day-to-day strife in the populations of modern democracies vying to live and assert the freedoms promised to them by systems of governance supposed and expected to represent them.) -/- Voters, the population at large, no longer want representation but participation. But how is that achieved? The technological means are certainly there for each one of us to express opinion, bring forth ideas, mobilise groups with common purpose. -/- The growth (...) of the social, political, and professional consciousness has gone beyond the stage of conformism and acceptance. The time is ripe for mechanisms that create profound bottlenecks to be superseded by better means, less procedure, less posturing, full involvement at grass roots. (shrink)

A theory of knowledge is the explanation of things in terms of the possibilities and capabilities of the human way of knowing. The human knowledge is the representation of the things apprehended sensitively either through the senses or intuition. A theory of knowledge concludes about the reality of the things studied. As such it is a priori speculation, based on synthetic a priori statements. Its conclusions constitute interpretation, that is, hermeneutics. Linguistics as the science studying real language, that is, the (...) language spoken, reverts to human subjects in as much as they speak, say and know. Language thus must be studied as a theory of knowledge. (shrink)

“Conciencia”, la sección inicial de la Fenomenología de Hegel, se ocupa de la comprensión del mundo físico que nos rodea. La sección siguiente, “Autoconciencia”, comienza a considerar nuestra comprensión de nosotros mismos y de los otros. Este orden de discusión no es ni arbitrario ni meramente conveniente. Por el contrario, una de las principales lecciones que hemos de aprender hacia el final del desarrollo de la “conciencia” es que nuestra mejor concepción del mundo que es el objeto de nuestras actividades (...) cognitivas es inteligible solo como una parte de un relato que además considera la naturaleza del sujeto que se dedica a tales actividades. La razón para esta transición expositiva es un aspecto importante en el idealismo de Hegel. En este capítulo ofrezco una reconstrucción racional de un argumento que veo como el soporte de esta transición y del tipo de idealismo que esta implica. (shrink)

I sketch and defend an imperativist treatment of the phenomenology associated with disgusting smells. This treatment, I argue, allows us to make better sense than other intentionalist alter-natives both of the neuroanatomy of olfaction, and of a natural pre-theoretical stance regarding the sense of smell.

The changes known as the loss of inflexions in English (11th- 15th centuries, included) were prompted with the introduction of a new mode of thinking. The mode of thinking, for the Anglo-Saxons, was a dynamic way of conceiving of things. Things were considered events happening. With the contacts of Anglo-Saxons with, first, the Romano-British; second, the introduction of Christianity; and finally with the Norman invasion, their dynamic way of thinking was confronted with the static conception of things coming from the (...) Mediterranean. The history of English from the 11th to the 15th century meant the introduction, confrontation and adoption of a new mental conception of things, the static way of conceiving of things, both modes of thinking defining the language today. (shrink)

Jellinek define “estatus” como la “relación con el Estado que califica al individuo”. Su teoría distingue cuatro tipos: pasivo o subiectionis, negativo o libertatis, positivo o civitatis y activo o de la ciudadanía activa. Al margen de las polémicas sobre su vigencia, se pretende relacionar la aportación de Jellinek con la concepción del consentimiento informado del Tribunal Constitucional español, quien lo ha definido como deber de abstención de los profesionales sanitarios (STC 37/2011, de 28 de marzo, entre otras), es decir, (...) como una negación de su competencia en la terminología de Hohfeld, o como un derecho de defensa. Debido a la adecuación de su estructura al contenido del consentimiento informado, el análisis se centrará en los estatus negativo y positivo. La cuestión versa sobre la posición de los derechos de defensa en la tesis de Jellinek y si es viable su empleo en la conceptualización de los actuales derechos fundamentales. (shrink)

This article aims to theoretically analyse so-called character friendship from the perspective of emotions. From this angle, our research enables us to distinguish different types of emotions, and we propose a conceptual model of the hierarchy of the emotions of character friendship and their influence on social behaviour. With this model in hand, the article discusses whether other-oriented emotions fully explain the emotional underpinnings of character friendship. We find other-oriented emotions to be ambiguous because they may or may not be (...) selfless. Thus we question whether these emotions can adequately explain the bonding content of character friendship. We conclude that there is a higher affective tier related to moral emotions and moral behaviour, which we have labelled the ‘bonding feeling’. This feeling is described with reference to its historical precedents (Rof Carballo’s ‘affective warp’), thus explaining its particularity. (shrink)

Linguistics of saying studies language in its birth. Language is the mental activity executed by speaking subjects. Linguistics of saying consists in analyzing speech acts as the result of an act of knowing. Speaking subjects, speak because they have something to say; they say something because they define themselves before the circumstance they are in; and this is possible because they are able to know. Speaking, then, is speaking, saying and knowing. In this sense there is a progressive determination. Knowing (...) makes possible saying, and saying determines speaking. The problem thus is to determine the linguistic intention of the individual speaker to say something in every speech act. (shrink)

La filosofía de la ciencia se desarrolló durante la primera mitad del siglo xx bajo el supuesto de que la ciencia podía caracterizarse por la estructura lógica tanto del conocimiento articulado en las teorías más exitosas como de sus explicaciones. En la segunda mitad del siglo xx se cuestiona fuertemente esa idea, pero se sigue asumiendo que la filosofía de la ciencia debe hacerse siguiendo los cánones de una epistemología fundamentalista que considera que el avance de la ciencia pasa por (...) una ontología cada vez mas austera guiada por la idea de "mientras menos mejor". Desde esta perspectiva fundamentalista, el que las diferentes ciencias hablen de diferentes tipos de cosas es un obstáculo al entendimiento, producto de la imperfección del conocimiento actual. Este ideal nos invita a pensar que la epistemología debe hacerse reflexionando sobre el conocimiento articulado en nuestras teorías más austeras y nos compromete con propuestas reduccionistas problemáticas que no permiten explicar la diversidad de recursos epistémicos que de hecho utilizan los científicos. En este libro promovemos una epistemología que no sigue el lema de "mientras menos mejor", sino el de "organizar nuestros recursos epistémicos de manera que se genere entendimiento". Así, la misma estructura de las explicaciones y las prácticas (que incluye métodos y normas respecto de lo que se considera plausible y valioso) es lo que nos da la pauta para responder a la pregunta de qué es lo que hay. Esta estrategia epistémica nos obliga a hacer una filosofía de la ciencia muy cercana a la ciencia, reconociendo la pluralidad de sus métodos, objetivos y prácticas, sin reducir la filosofía de la ciencia a la sociología o a cualquier otra ciencia en particular. (shrink)

Elective mathematics has been an extra mathematics subject for pilot students of Eduardo Barretto Sr. National High School for quite some time now. Through this, many alumni testified how this helped them understand senior high school and college math. However, the teachers have also been struggling with the resources for specific areas of mathematics, such as Business Math, Statistics, Analytic Geometry, Trigonometry, and Calculus. When the pandemic hit the Philippines, contextualized learning material aligned with the Most Essential Learning Competencies (MELC) (...) helped elective mathematics teachers. The contextualized learning material was developed from April to August 2020 and was first validated in February 2021 by the students who participated in the pilot testing. However, following the due process, it was suggested that I revalidate the IDEA-formatted Analytic Geometry and Trigonometry instructional material. It examines Eduardo Barretto Sr. National High School mathematics teachers and SDO Calamba City experts' evaluation of the content's topics, objectives, concepts, directions, and activities and the format's prints, illustrations, design, and layout. Participants' perceptions of learning material were assessed using a 4-point Likert Scale survey. Hence, descriptive quantitative design. Participants were surveyed using a 4-point Likert Scale to assess their learning content impression. The findings reveal that the participants found the format and content of the developed learning material to be very satisfactory. The indicators "localized" and "can be done independently" were viewed as Fair and Satisfactory, respectively. The learning material was enhanced by localizing the activities and giving directions that could facilitate self-learning. (shrink)

Godfrey-Smith advocates for linking deception in sender-receiver games to the existence of undermining signals. I present games in which deceptive signals can be arbitrarily frequent, without this undermining information transfer between sender and receiver.