An increasing amount of twenty-first century metaphysics is couched in explicitly hyperintensional terms. A prerequisite of hyperintensional metaphysics is that reality itself be hyperintensional: at the metaphysical level, propositions, properties, operators, and other elements of the type hierarchy, must be more fine-grained than functions from possible worlds to extensions. In this paper I develop, in the setting of type theory, a general framework for reasoning about the granularity of propositions and properties. The theory takes as primitive the notion of a (...) substitution on a proposition (property, etc.) and, among other things, uses this idea to elucidate a number of theoretically important distinctions. A class of structures are identified which can be used to model a wide range of positions about the granularity of reality; certain of these structures are seen to receive a natural treatment in the category of M-sets. (shrink)

Francis Bacon (15611626) wrote that good scientists are not like ants (mindlessly gathering data) or spiders (spinning empty theories). Instead, they are like bees, transforming nature into a nourishing product. This essay examines Bacon's "middle way" by elucidating the means he proposes to turn experience and insight into understanding. The human intellect relies on "machines" to extend perceptual limits, check impulsive imaginations, and reveal nature's latent causal structure, or "forms." This constructivist interpretation is not intended to supplant inductivist (...) or experimentalist interpretations, but is designed to explicate Bacon's account of science as a collaborative project with several interdependent methodological goals. (shrink)

The chapter approaches the hermeneutic concept of experience introduced by Hans-Georg Gadamer in Truth and Method (1960) from the perspective of the conceptual history of experience in the Western philosophical tradition. Through an overview of the concept and the epistemological function of experience (empeiria, experientia, Erfahrung) in Aristotle, Francis Bacon, and Hegel, it is shown that the tradition has considered experience first and foremost in methodological terms, that is, as a pathway towards a form of scientific knowledge that is (...) itself increasingly immune to experience. Science strives “beyond” experience because of the limitations inherent in the fundamentally contingent, singular, and negative character of experience: experience comes to us through unpredictable chance encounters and in singular situations and negates, tests, or “imperils” previous knowledge, thereby transforming it. By contrast, philosophical hermeneutics rethinks experience precisely in terms of these limitations. In the hermeneutic approach articulated by Gadamer and Claude Romano, experience is an encounter with the irreducible finitude and historical situatedness of one’s understanding and conceptual framework, an encounter with an otherness that puts our preunderstanding to test and requires us to revise it. Hermeneutic experience is thus a singular event that irreparably transforms us. (shrink)

In the last few decades, the historiographical categories rationalism and empiricism have been criticized for their limitations to explain the complex positions and the links held by the philosophers tradiotnally attached to them. This narrative was firstly conceived by Kantian German historians and began to become standard at the turn of the twentieh century. Nonetheless, nineteenth-century French historiography developed other narratives by which early modern philosophers were classified according to alternative criteria. In the first edition of Histoire comparée des systémes (...) de philosophie (1804), Joseph-Marie Degérando distinguishes three first-order early modern schools founded by Bacon, Descartes and Leibniz, respectively. Degérando introduces the empiricism and rationalism distinction as one among others, and not as the fundamental one. In addition, he separates empiricism from experimental philosophy. The last one, along with speculative philosophy, is said to conciliate senses and reason. As a result, this account offers philosophical groupings different from those constructed by the standard narrative. Furthermore, it draws on labels and classification criteria which were part of the early modern philosophical discourse. (shrink)

O ensino de filosofia seguiu uma rota tortuosa desde a colônia até os tempos atuais. O breve histórico desse percurso tem o objetivo de reafirmar a necessidade dessa disciplina no currículo escolar, sobretudo porque sempre há aqueles que a consideram de pouca importância. No entanto, em um mundo cada vez mais pragmático, a formação exclusivamente técnica de nossos jovens dificulta o processo de conscientização crítica, além de desprezar a herança de uma sabedoria milenar. Os primeiros tempos No Brasil, desde o (...) século XVI, o ensino de filosofia fazia parte do chamado curso de artes oferecido pelos jesuítas aos filhos de colonos que concluíam o primeiro nível de letras humanas. É bem verdade que apenas alguns colégios dispunham desse curso, voltado exclusivamente para a elite colonial portuguesa. A base do ensino de filosofia era a tradição escolástica, e, mesmo durante os séculos seguintes, não houve interesse em abordar as conquistas das ciências modernas, já vigentes desde o século XVII, na perspectiva de Francis Bacon e das descobertas de Galileu Galilei. Do mesmo modo, não eram ensinadas as teorias de René Descartes e John Locke. Inspirado nos ideais da Contrarreforma, o ensino jesuítico reafirmava a autoridade da Igreja e dos clássicos, com o controle sobre as informações a que os alunos teriam acesso. No século XVIII, os fundamentos aristotélico-tomistas perduraram, com raras exceções, apesar de o marquês de Pombal ter expulsado os jesuítas. O próprio Pombal permitiu a divulgação de algumas dessas obras "esclarecidas", mas cuidou de elencar uma lista das proibidas. Contrariando o controle, as novas ideias circulavam no Brasil por meio de estudantes formados pela Universidade de Coimbra e também pela venda clandestina de panfletos e cópias manuscritas. Desse modo, nas aulas régias, instituídas por Pombal para substituir as escolas dos jesuítas, no geral foi mantida a educação elitista, livresca, desfocada da realidade brasileira durante o império e a república. Apesar do controle, havia exceções, nas poucas vezes em que intelectuais, professores e conhecedores de bibliografia atualizada ensinavam disciplinas como ciências modernas, filosofia e matemática. Algumas congregações religiosas, como a dos franciscanos, também se interessavam pelas contribuições científicas e filosóficas de seu tempo. Ensino de filosofia: entre facultativa e obrigatória A partir do século XIX, predominou um vaivém entre a filosofia como disciplina obrigatória ou facultativa. Com a criação de cursos jurídicos no Brasil, na década de 1820 - em São Paulo e Recife -, a filosofia tornou-se disciplina obrigatória do ensino médio, como pré- requisito para o ingresso ao curso superior, reforçando o caráter propedêutico daquele curso. Em 1915, uma reforma de ensino tornou a filosofia disciplina facultativa, mas o ministro Francisco Campos tentou reverter esse quadro em 1932, tornando-a novamente obrigatória. Conhecido pela atuação no movimento da Escola Nova, Campos aliou seus esforços aos de figuras importantes da pedagogia brasileira, como o sociólogo Fernando de Azevedo e o filósofo e educador Anísio Teixeira. A tendência escolanovista era renovadora e se fazia necessária diante da situação econômica do Brasil. Com o início da industrialização, surgia a necessidade de melhorar a escolarização, sobretudo para os segmentos urbanos. Francisco Campos introduziu as disciplinas de lógica, sociologia e história da filosofia no currículo escolar. Com a Reforma Capanema, em 19142, o ensino secundário dividiu-se em ginasial e colegial. Este último foi subdividido em científico, com ênfase no estudo de ciências, e clássico, que privilegiava a formação em humanidades. Nesse contexto, a filosofia se constituiu como disciplina obrigatória em um dos três anos do científico e em dois anos do curso clássico, com proposta de programa bastante extenso. No entanto, uma sequência de portarias reduziu gradativamente o número de horas-aula da disciplina, por fim, restrita ao último ano do colegial. Em 1961, foi promulgada a nossa primeira Lei de Diretrizes e Bases da Educação (LDBJ, a Lei n. 4.024, ocasião em que o ensino de filosofia perdeu a obrigatoriedade. Período da ditadura militar Durante a ditadura militar no Brasil (1964-1985), as aulas de filosofia foram extintas pela Lei n. 5.692, de 1971. Essa lei reformou o então chamado ensino de 1º e 2º graus e introduziu o ensino profissionalizante, de acordo com a tendência tecnicista proposta pelos acordos entre militares e tecnocratas. Um dos objetivos era adequar a educação às exigências da sociedade industrial e tecnológica, com economia de tempo, esforços e custos. A educação tecnicista encontrava-se imbuída dos ideais de racionalidade, organização, objetividade, eficiência e produtividade, como se fosse uma empresa: esperava-se que, ao terminar cada um dos níveis, o aluno estivesse capacitado para ingressar no mercado como força de trabalho, caso necessário. Para implantar o projeto de educação proposto, o governo militar não revogou a LDB de 1961, mas introduziu alterações e fez atualizações. Enquanto a aprovação da LDB resultara de amplo debate na sociedade civil, o governo autoritário regulamentou as leis do ensino universitário (Lei n. 5.540/1968) e do ensino de 1º e 2º graus (Lei n. 5.692/1971) de maneira impositiva. Diversos acordos, conhecidos como MEC-Usaid (Ministério da Educação e Cultura e United States Agency for International Development), ofereceram assistência técnica e cooperação financeira para implantar a reforma. A habilitação profissional constituiu-se em um emaranhado de "ofertas" que chegavam a 130 habilitações profissionais distribuídas conforme os cursos e as regiões do país. Algumas disciplinas desapareceram, como a de filosofia, e outras foram aglutinadas. Por sua vez, a inclusão de Moral e Cívica no primeiro nível e de Organização Social e Política no segundo exerceu a clara intenção de doutrinamento político. Há controvérsias em torno da extinção da filosofia do currículo escolar. Para alguns, a extinção revelava a intenção explícita dos governos militares de evitarem o desenvolvimento do pensamento crítico. Outros analisam de modo diferente, alegando que, com raríssimas exceções, o ensino da filosofia reduzia-se à história da filosofia, com ênfase na memorização, não representando, portanto, nenhuma ameaça ao regime de exceção, por desempenhar papel submisso e nada subversivo. Além disso, de acordo com o viés tecnicista da reforma, havia necessidade de mais espaço para incluir disciplinas voltadas para a habilitação profissional. Já nas universidades, era possível notar o crescente desprestígio da filosofia, tendo ocorrido perseguição a professores, muitos deles exilados. Todavia, o propósito de formar profissionais, conforme propunha a nova lei, não se concretizou. A escola pública se fragilizou ainda mais, enquanto algumas boas escolas da rede particular encontraram meios de contornar a lei e oferecer um ensino de qualidade com os mesmos conteúdos que visavam desenvolver o espírito crítico e, portanto, a capacidade de seus alunos pensarem por si mesmos. Em 1982, no clima da abertura democrática, a Lei n. 7.01-114 permitiu a reinserção da filosofia no currículo como optativa, a critério do estabelecimento de ensino. Nada foi conseguido sem esforço, mas com trabalho intenso e pressão da sociedade civil. Associações especialmente criadas para esse fim aglutinaram professores de cursos secundários e superiores para promoverem encontros, movimentos de protesto e contatos com autoridades governamentais, no esforço conjunto para alcançar aquele objetivo. Lei de Diretrizes e Bases da Educação Nacional (LDB) n. 9.394/1996 Após a aprovação da Constituição brasileira de 1988, restava elaborar a lei complementar para tratar das Diretrizes e Bases da Educação Nacional. A primeira LDB, de 1961, levara muito tempo para ser aprovada e ofereceu no final um texto já envelhecido. Devido a esse fato, havia interesse em acelerar a regulamentação da nova LDB, o que ocorreu em dezembro de 1996, com a publicação da Lei n. 9.394. O primeiro projeto da nova LDB baseou-se em amplo debate, não só na Câmara, mas também na sociedade civil, além de várias entidades sindicais, científicas, estudantis e segmentos organizados da educação. O projeto original exigiu do relator Jorge Hage importante trabalho de finalização, já que a nova lei não resultaria de exclusiva iniciativa do Executivo, e sim do debate democrático da comunidade educacional. No entanto, com apoio do governo e do ministro da Educação, o senador Darcy Ribeiro apresentou outro projeto que começara a ser discutido paralelamente e que terminou por ser aprovado. Como ficou a situação do ensino de filosofia? Apesar do movimento consistente que continuava defendendo o retorno da filosofia ao ensino médio, foi grande a decepção. Vejamos por quê. Ao estabelecer as finalidades da educação básica e as diretrizes dos conteúdos curriculares, essa lei destacava a importância da formação para o exercício da cidadania, a difusão de valores fundamentais ao interesse social, aos direitos e deveres dos cidadãos e de respeito ao bem comum e à ordem democrática. Foi recomendado também o aprimoramento do educando como pessoa humana, por meio de formação ética e desenvolvimento da autonomia intelectual e do pensamento crítico. Conforme a LDB sob Lei 9.394/98: Art. 22. A educação básica tem por finalidades desenvolver o educando, assegurar-lhe a formação comum indispensável para o exercício da cidadania e fornecer-lhe meios para progredir no trabalho e em estudos posteriores. Art. 27. Os conteúdos curriculares da educação básica observarão, ainda, as seguintes diretrizes: I – a difusão de valores fundamentais ao interesse social, aos direitos e deveres dos cidadãos, de respeito ao bem comum e à ordem democrática; II – consideração das condições de escolaridade dos alunos em cada estabelecimento; III – orientação para o trabalho; IV – promoção do desporto educacional e apoio às práticas desportivas não- formais. Art. 35. O ensino médio, etapa final da educação básica, com duração mínima de três anos, terá como finalidades: I – a consolidação e o aprofundamento dos conhecimentos adquiridos no ensino fundamental, possibilitando o prosseguimento de estudos; II – a preparação básica para o trabalho e a cidadania do educando, para continuar aprendendo, de modo a ser capaz de se adaptar com flexibilidade a novas condições de ocupação ou aperfeiçoamento posteriores; III – o aprimoramento do educando como pessoa humana, incluindo a formação ética e o desenvolvimento da autonomia intelectual e do pensamento crítico; IV – a compreensão dos fundamentos científico-tecnológicos dos processos produtivos, relacionando a teoria com a prática, no ensino de cada disciplina. Por fim, ficou claro no artigo 36, parágrafo 1º, inciso III (revogado pela Lei n. 11.684, de 2008), que os conteúdos, as metodologias e as formas de avaliação deveriam ser organizados de tal maneira que ao final do ensino médio o educando demonstrasse "domínio dos conhecimentos de filosofia e de sociologia necessários ao exercício da cidadania". Embora a educação para a cidadania constituísse um objetivo visado por qualquer disciplina, com mais razão o professor de filosofia teria condições de abordá-la explicitamente, não só por tomá-la como um de seus conteúdos, mas principalmente pelo seu caráter problematizador e argumentativo, próprio da filosofia. Portanto, seria válido supor que o artigo 36 definisse a reinserção da filosofia no currículo, ministrada por profissional formado na área, o que de fato não se concretizou, e o ensino de filosofia permaneceu como não obrigatório. Posteriormente, conforme a Resolução CEB n. 3/1998, "as propostas pedagógicas das escolas deverão assegurar o tratamento interdisciplinar e contextualizado para os conhecimentos de filosofia e de sociologia necessários ao exercício da cidadania" (artigo 10, parágrafo 2º, alínea b]. Ou seja, professores de outras disciplinas seriam responsáveis por esses "temas transversais", orientação que prevaleceu nos Parâmetros Curriculares Nacionais. Um pouco antes, em 1997, dando continuidade a anseios de educadores, o deputado federal Padre Roque Zimmermann apresentara projeto de lei para tornar obrigatório o ensino de filosofia e sociologia no currículo do ensino médio. Após sua aprovação no Senado, em 2001, o projeto foi vetado pelo então presidente Fernando Henrique Cardoso. Finalmente, em 2008, o artigo 36 da LDB sofreu alteração, tornando obrigatório o ensino de filosofia e de sociologia no currículo do ensino médio, por meio da Lei n. 11.684/2008. Na sequência da aprovação, continua em andamento a implantação desse projeto de ensino. Esperamos que o espaço conquistado não venha a sofrer mais tarde nova retração. REFERÊNCIAS BIBLIOGRÁFICAS ARANHA, M. L. de A.; MARTINS, H. P. Filosofando: Introdução à Filosofia. 6ª ed. São Paulo: Moderna, 2016. BRASIL. Ministério de Educação e Cultura. Ciências humanas e suas tecnologias. In: Orientações Curriculares para o Ensino Médio. Brasília: Ministério da Educação; Secretaria de Educação Básica, 2006. ______________________________________. LDB - Lei nº 9394/96, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da Educação Nacional. Brasília: MEC, 1996. Disponível em: Lei de Diretrizes e Bases da Educação Nacional - Biblioteca do Senado. Acesso em: 11 Jun. 2019. ______________________________________. Parâmetros Curriculares Nacionais. Ensino Médio: Bases Legais. Brasília: MEC, 1999. ______________________________________. Resolução CEB n° 3 de 1998. Institui as Diretrizes Curriculares Nacionais para o Ensino Médio. Brasília: MEC, 1998. Disponível em: Resolução CEB n° 3 de 1998. Acesso em: 11 Jun. 2019. KOHAN, W. O. (Org.). Políticas do ensino de filosofia. Rio de Janeiro: DP6A, 2014. (shrink)

Antes de entrar cuidadosamente no estudo de cada filósofo, em suas respectivas ordens cronológicas, é necessário dar um panorama geral sobre eles, permitindo, de relance, a localização deles em tempos históricos e a associação de seus nomes com sua teoria ou tema central. l. OS FILÓSOFOS PRÉ-SOCRÁTICOS - No sétimo século antes de Jesus Cristo, nasce o primeiro filósofo grego: Tales de Mileto2 . Ele e os seguintes filósofos jônicos (Anaximandro: Ἀναξίμανδρος: 3 610-546 a.C.) e Anaxímenes: (Άναξιμένης: 586-524 a.C.) tentaram (...) expressar/elucidar o que é a arché, ou constitutivo fundamental do Universo. 4 Também sobressaem as teorias de Pitágoras (Ὁ Πυθαγόρας: 570 a.C.- 495 a.C.), completas de misticismo e Matemática; a de Heráclito (Ἡράκλειτος ὁ Ἐφέσιος: 540-470 a.C.), o filósofo do devir e o de seu oponente, Parmênides (Παρμενίδης: 530-460 a.C.), que elucida a primeira teoria do ser, e para qual é alcunhado como o iniciador da Metafísica. Anaxágoras (Ἀναξαγόρας: 500 a.C.- 428 a.C.) esboça uma teoria sobre o Nous, o espírito divino. Por outro lado, Demócrito (Δημόκριτος: Grécia: 460-370 a.C.) e Empédocles (Ἐμπεδοκλῆς: 490 a.C.-430 a.C.) insistem no materialismo. Em contrapartida, os sofistas (Parmênides, Cálicles (Καλλικλῆς: personagem platônico cuja existência é duvidosa) e Górgias (Γοργίας: 485 a.C.-380 a.C.)) gozam das suas aptidões à dialética, e colocam o relativismo como uma posição filosófica. Sócrates será o inimigo mais temível dessa posição. Este é o começo do movimento filosófico de Atenas, que culmina nos séculos quinto e quarto, tal qual, posteriormente, veremos. 2. O APOGEU GREGO – Sócrates (Σωκράτης: 469 a.C.-399 a.C.), Platão (Πλάτων: 428/427- 348/347 a.C.) e Aristóteles (Ἀριστοτέλης: 384 a.C.-322 a.C.) formam o triunvirato dos grandes filósofos gregos. O primeiro (Sócrates), com seu método "maiêutico" e sua teoria do conceito; o segundo (Platão), com sua teoria das ideias e seu estilo literário (dialogista); e o terceiro (Aristóteles), com a estruturação dos principais ramos filosóficos, como a Lógica, a Metafísica, a Ética, a Psicologia racional e a Política; todos eles elevaram a Filosofia para um posto de primeira ordem. Doravante, todos os filósofos tornam-se credores das contribuições desses gênios. Em certos autores, é clara a influência de Platão ou de Aristóteles. Sendo que, ambos os filósofos, tiveram influência absoluta de Sócrates, uma vez que Platão fora seu discípulo, e Aristóteles discípulo de Platão. A Idade Média, por exemplo, foi toda ela, em sua gênese e desenvolvimento, alicerçada no pensamento e nas ideias platônicas; tal era histórica é caracterizada pela luta em favor de um ou de outro autor; o platonismo tomou precedência nos primeiros séculos do cristianismo; somente após o décimo século Aristóteles foi redescoberto. 3. A FILOSOFIA CRISTÃ MEDIEVAL - Santo Agostinho (354 a.C.-430 a.C.) se destaca, no quinto século, com sua teoria da iluminação e a aplicação da teoria platônica ao Cristianismo. No século XIII, São Tomás de Aquino (1225-1274), sintetiza Aristóteles com o Cristianismo. Os dois autores formam o núcleo da filosofia cristã em seus respectivos séculos. A escolástica teve seu tempo de decadência. Se mencionam, principalmente, dois autores: João Duns Escoto (1266-1308) e Guilherme de Ockham (1285-1347). O primeiro é o "Doutor Sutil ", e o segundo cai em um fideísmo e um nominalismo, para todos os conceitos criticáveis. Em uma segunda parte, tentaremos explicar os respectivos pensamentos dos autores mencionados, e outros que pertencem ao mesmo tempo, antigos e medievais. Naquela época, a Filosofia era puramente realista, aplicada ao mundo e ao homem. Somente na Idade Moderna, a Filosofia assumirá o problema do conhecimento como a base e o começo de todo filosofar. 4. A FILOSOFIA RACIONALISTA (MODERNA) - Na Idade Moderna, sobressai o racionalismo de Descartes (1596-1650) prolongado, então, com Malebranche (1638-1715) (ocasionalismo), Espinosa (1632 -1677) (panteísmo) e Leibniz (1646-1716) (teoria das mônadas). Estamos nos séculos XVII e XVIII. A atenção será focada nas disputas filosóficas da corrente empirista contra a racionalista. 5. A FILOSOFIA EMPIRISTA – O empirismo é florescido, principalmente, na Inglaterra. Francis Bacon (1561-1626), primeiro, e depois Locke (1632-1704) com sua rejeição de ideias inatas, Berkeley (1685-1753) com postura e ideias paradoxais, também idealistas e Hume (1711-1776), com suas famosas críticas contra o princípio da causalidade e o conceito de substância, são os principais autores. 6. KANT E OS IDEALISTAS ALEMÃES - Como a tentativa de sintetizar o racionalismo e empirismo, está a teoria de Kant (1724-1804), no século XVIII. Para o seu gênio seguido pelos três idealistas alemães mais importantes: Fichte (1762-1814) (idealismo subjetivo), Schelling (1775-1854) (idealismo objetivo) e Hegel (1770-1831) (idealismo absoluto). Esses Autores representam o ápice da especulação filosófica. A análise, a profundidade, a complexidade da expressão e o espírito sistemático são as características do gênio alemão idealista. 7. OS FILÓSOFOS DO SÉCULO XIX - Antes de tudo, é necessário mencionar, no século dezenove, aos dois grandes críticos de Hegel, que são Kierkegaard (1813-1855) (precursor do existencialismo) e Marx (1818-1883) (com seu materialismo dialético). O próximo é outro casal: Nietzsche (1844-1900) (teoria do Super-homem) e Schopenhauer (1788-1860) (com seu absoluto pessimismo). Comte (1798-1857) com sua doutrina positivista, completará o quadro desses filósofos. Numa outra oportunidade, vamos desmembrar sobre o pensamento e principais ideias acerca desses autores. 8. OS FILÓSOFOS DO SÉCULO XX - Antes de tudo, há um autor que iluminou a filosofia do século XX: Edmund Husserl (1859-1938), fundador do método fenomenológico. Em seguida, existem dois fluxos que são derivados diretamente de Husserl, a saber, o existencialismo e a axiologia. Dentro da corrente axiológica, estudaremos Scheler (1874-2928). Por outro lado, o existencialismo tem quatro autores principais; dois são alemães: Heidegger (1889-1976) e Jaspers (1883-1969); e os demais são franceses: Sartre (1905-1980) e Marcel (1889-1973). Heidegger insiste em que seu tema tratado em sua filosofia não é a unicidade do homem, mas o ser em geral. Jaspers é famoso por seu conceito de transcendência (Deus). Sartre é um antiteísta sincero, e seu existencialismo é definido como um pensamento que assume todas as consequências da negação de Deus. Em contraste, Gabriel Marcel é um filósofo Católico, que conseguiu uma análise profunda das situações humanas, que aparecem em íntima concordância com as verdades cristãs. Vamos terminar com Russell (1872-1970), autor básico do positivismo lógico. Cronologia de filósofos e suas escolas até nossos dias ➢ Filosofia Antiga - Escola naturalista da Jônia: Tales, Anaximandro e Anaxímenes; - Escola matemática da Itália: Pitágoras e os pitagóricos; - Escola idealista de Eléia: Xenófanes (570-475 a.C.), Parmênides, Zenão (490/85-420 a.C.) e Meliso (h.443); - Escola empirista: Heráclito, Empédocles e Anaxágoras; - Escola atomista de Abdera: Leucipo (h.437) e Demócrito; - Escolas de Atenas: - Sofistas: Protágoras (480-410), Górgias (484-375?); Sócrates, Platão e Aristóteles; - Pirronismo: Pirro (h.365-h.275); - Estoicismo: Zenão de Cítio (359/33-262) e Crisipo (281/77-208); - Epicurismo: Epicuro (341-270); - Nova Academia: Arcesilau (315-241) e Carnéades (214-129); Romanos: Sêneca (4 a.C.-65 d.C.), Marco Aurélio (121-180) e Cícero (106-43). - Escola greco-judia: Fílon de Alexandria (25 a.C.-50 d.C.); - Neoplatonismo: Plotino (204/5-270), Porfirio (h.233-304), Jâmblico (h.250-330) e Proclo (h.411-485). ➢ Filosofia patrística - Apologistas: São Justino (100/10-165), Ireneu de Lyon (h.140-h.l 77) e Atenágoras (fines s. II); - Alexandrinos: São Clemente (h.145/50-215) e Orígenes (h.185-255); - Africanos: Tertuliano (h.160-230), Arnóbio (h.260-h.327) e Lactâncio (nascido h. 250); - Gregos: São Basílio (h.330-379), São Gregório de Nazianzo (330-390), São Gregório de Níssa (330-390) e Pseudo-Dionísio (h.500); - Latinos: São Hilário (h.315-367), Santo Ambrósio (333-397) e Santo Agostinho; - Outros: Claudiano (+h.473), Boécio (480-524), São Isidoro (h.560-633) e Beda (672/3-735). ➢ Filosofia Medieval/Escolástica - Judeus: Isaac Israeli (+h.940), Salomão Ibn Gabirol (h.l020-p.l058) e Maimônides (1135- 1204); - Árabes: Alquindi (h. 796-874), Al-Farabi (870-950), Avicena (980-1037), Algazali (1058- 1111) e Averróis (1126-1198); - Escola palatina: Alcuíno de Iorque (730/5-804), Rábano Mauro (h.784-856), Escoto Erígena (h.810-h.870) e Papa Silvestre II (+1003); - Dialéticos: Santo Anselmo (1033/4-1109) e Pedro Abelardo (1079-1142); - Tradutores: Domingo Gundisalvo (meados s. XII), Gerardo de Cremona (h. 1114-1187); - Enciclopedistas: Teodorico de Chartres (+1155), Hugo de São Vitor (+1141) e Vicente de Beauvais (+1264); - Universidades: Guilherme de Auvergne (1180- 1249) e Sigerio de Brabante (+h.l284); - Dominicanos: São Alberto Magno (1206-1280) e Santo Tomás de Aquino; - Franciscanos: Alexandre de Hales (1170/80-1245), São Boaventura (1217-1274), Roger Bacon (h.1210/14-1292), João Duns Escoto, Raimundo Lulio (1235-1315) e Guilherme de Ockham (h.1285-1349). ➢ Filosofia Moderna - Humanistas Renascentistas: Ficino (1433-1499), Erasmo (1467-1536), Maquiavel (1469- 1527), Thomas More (1480-1535), Juan Luis Vives (1492-1540) e Giordano Bruno (1548- 1600); - Racionalismo: Descartes, Malebranche, Espinosa e Leibniz; - Empiristas: Francis Bacon, Thomas Hobbes (1588-1679), Locke, Berkeley e Hume; - Escola escocesa: Thomas Reid (1710-1796); Iluministas: Voltaire (1694-1778), Condillac (1715-1757), Diderot (1713-1784) e J. J. Rousseau (1712-1778). - Idealismo transcendental: Kant; - Idealismo subjetivo: Fichte; - Idealismo objetivo: Schelling; - Idealismo absoluto: Hegel; - Pessimismo: Schopenhauer; - Ecletismo: Cousin (1792-1867); - Positivismo: A. Comte, J. S. Mill (1806-1873) e H. Spencer (1820-1900); - Socialismo: H. Saint-Simon (1760-1825), Ch. Fourier (1772-1837) e K. Marx; - Vitalismo: Nietzsche e W. Dilthey (1833-1912). ➢ Filosofia Contemporânea - Intucionismo: H. Bergson (1859-1941); - Pragmatismo: Ch. S. Peirce (1839-1914), W. James (1842-1910) e J. Dewey (1859-1952); - Fenomenologia: Husserl, Scheler, N. Hartmann (1882-1950) e M. Merleau-Ponty (1908- 1961); - Existencialismo: Jaspers, Heidegger, Marcel e Sartre; - Atomismo lógico: B. Russell (1872-1970) e L. Wittgenstein (1889-1951); - Positivismo lógico: M. Schlick (1882-1936), R. Carnap (1891-1970 ) e A. J. Ayer (1910- 1990). - Filosofia analítica: J. L. Austin (1911-1960), G. Ryle (1900-1976), W.V.O. Quine (1908- 2000), P. F. Strawson (1919-2003) e H. Putnam (1926-); - Hermenêutica: H. G. Gadamer (1900-2002), P. Ricoeur (1913-2007) e J. Habermas (1929-). - Estruturalismo e pós-estruturalismo: F. de Saussure (1857-1913), C. Lévi-Strauss (1908- 2009) e M. Foucault (1926-1984). - Filosofia pós-moderna: J. F. Lyotard (1924-1999), G. Deleuze (1925-1995), J. Derrida (1930- 2004), R. Rorty (1931-2007) e G. Vattimo (1936-). - Comunitaristas: A. Maclntyre (1929-), Ch. Taylor (1931-). REFERÊNCIAS BIBLIOGRÁFICAS CHAUÍ, M. Iniciação à Filosofia. Vol. Único. 2ª ed. São Paulo: Ática, 2013. 460 p. SANTOS, R. dos. Filosofia: Uma breve introdução. 1ª ed. Pelotas: Dissertativo Incipiens, 2014. 108 p. . Rua do Riachuelo, 303, Centro, Rio de Janeiro, RJ Casa Histórica de Osório CEP: 20230-011 E-mail: [email protected]. (shrink)

After the discoveries of such scholars as J. H. Poincaré, E. N. Lorenz, I. Prigogine, etc. the term ‘chaos’ is used actively by representatives of various scientific fields; however, one important aspect remains uninvestigated: which attitude one should have toward chaotic phenomena. This is a philosophical question and my dissertation aims to find the answer in the history of philosophy, where chaos theme has had its investigators from ancient philosophy to the philosophical theories of the 21st century. My dissertation is (...) based on the idea that sciences and philosophy can achieve significant success in exploring chaos theme when their efforts are combined. This dissertation research is designed to help in the planning of conscious, rational actions towards chaotic phenomena, since it is aimed at exploration and systematic presentation, as well as comprehension of possible systems of such actions – philosophical strategies for interacting with chaos. -/- Results of the dissertation are the following. I reveal, reconstruct, and explain the content of six possible strategies for interacting with chaos that were worked out in history of philosophical thought: ordering, avoiding, transfiguring, preventing, controlling, and integrating. I argue that the first philosophical strategies for interacting with chaos were worked out in the 19th century by German philosophers K. W. F. Schlegel and F. W. Nietzsche on the basis of their rethinking the ideas which were expressed by different thinkers during classical antiquity, the Middle Ages, and the modern period. I show that ideas of strategic views towards chaos were also elaborated by such 20th-century thinkers as H. Rickert, N. Berdyaev, I. Prigogine, H. Haken, G. Deleuze, Q. Meillassoux, and others. I outline the main stages of the evolution of philosophical strategies for interacting with chaos as well as its regularities. The dissertation shows perspectives of further development of each one of the six strategies for interacting with chaos. -/- In contemporary scientific and philosophical research on chaos, my exploration contributes to the new approach to improving the understanding of aims of acts towards chaotic phenomena. I think that knowing a range of different strategic views of chaos help researchers of chaotic phenomena to choose the most appropriate and rational reactions. In the area of history of philosophy, my research contributes detailed data about development and conceptual transformations of the notion of ‘chaos’ through all periods of Western philosophy. -/- The dissertation consists of five chapters: 1) Literature Review, Methodology and Key Research Terms, 2) Ancient and Medieval Philosophical Ideas about Chaos, 3) Genesis of the First Strategies for Interacting with Chaos, 4) Strategies for Interacting with Chaos in the 20th and 21st Centuries, 5) Regularities and Prospects of the Development of Philosophical Strategies for Interacting with Chaos. In the first chapter I analyze more than five hundred books, articles, and other philosophical and scientific sources in which the chaos theme is raised. I also argue the necessity of applying methods such as analysis, the structural method, the hermeneutic method of interpretation, and the comparative method in my dissertation research. Moreover, in this chapter, I define key terms for my dissertation – ‘chaos’ and ‘philosophical strategies for interacting with chaos.’ -/- Then, in the next chapter, I analyze the appearance and development of Ancient and Medieval philosophical ideas about chaotic phenomena and order. Particularly, I explore thoughts of philosophers such as Anaxagoras, Anaximander, Heraclitus, Empedocles, Plato, Aristotle, Augustine of Hippo, Bernard Silvestris, Ramon Llull, etc. In this chapter I also compare the first Western ideas about chaos with similar thoughts from Eastern philosophy, analyzing Indian and Chinese philosophical ideas about disorder. -/- In the third chapter I explore transformations in understanding the meaning of the term ‘chaos’ in philosophy from the 15th to the end of the 19th century. I analyze ideas about chaos and order from thinkers such as M. Ficino, Paracelsus, F. Bacon, P. Bayle, Voltaire, J. G. Herder, I. Kant, F. W. J. Schelling and other philosophers from the Renaissance, the Age of Enlightenment, and the German idealist period, showing that these thinkers’ new approaches to interpreting the notion of ‘chaos’ were the background for K. W. F. Schlegel’s and F. W. Nietzsche’s creations of the first strategies for interacting with chaos in the 19th century. I finish the chapter with detailed analysis of K. W. F. Schlegel’s strategy for transfiguring chaos and F. W. Nietzsche’s strategy for ordering chaos. -/- The development of philosophical strategies for interacting with chaos in the 20th and the beginning of the 21st century is the topic of the fourth chapter. I research new ideas about ordering chaos (H. Rickert) and transfiguring chaos (N. Berdyaev). Also, I reveal thoughts about avoiding chaos (A. Camus), preventing chaos (J. Ortega y Gasset), integrating chaos (G. Deleuze, Q. Meillassoux). Moreover, I analyze a philosophical component of the strategy for chaos control (I. Prigogine, H. Haken). In the final fifth chapter of the dissertation I trace the major features of philosophical strategies for interacting with chaos and find out the main conditions and periods of their development. Then I outline the prospects for the development of the philosophical strategies for interacting with chaos and show the most productive ways of their progress. (shrink)

It is crucial to actively detect the risks of transactions in a financial company to improve customer experience and minimize financial loss. In this study, we compare different machine learning algorithms to effectively and efficiently predict the legitimacy of financial transactions. The algorithms used in this study were: MLP Repressor, Random Forest Classifier, Complement NB, MLP Classifier, Gaussian NB, Bernoulli NB, LGBM Classifier, Ada Boost Classifier, K Neighbors Classifier, Logistic Regression, Bagging Classifier, Decision Tree Classifier and Deep Learning. The dataset (...) was collected from Kaggle depository. It consists of 6362620 rows and 10 columns. The best classifier with unbalanced dataset was the Random Forest Classifier. The Accuracy 99.97%, precession 99.96%, Recall 99.97% and the F1-score 99.96%. However, the best classifier with balanced dataset was the Bagging Classifier. The Accuracy 99.96%, precession 99.95%, Recall 99.98% and the F1-score 99.96%. (shrink)

This paper argues that, by construing emotion as epistemologically subversive, the Western tradition has tended to obscure the vital role of emotion in the construction of knowledge. The paper begins with an account of emotion that stresses its active, voluntary, and socially constructed aspects, and indicates how emotion is involved in evaluation and observation. It then moves on to show how the myth of dispassionate investigation has functioned historically to undermine the epistemic authority of women as well as other social (...) groups associated culturally with emotion. Finally, the paper sketches some ways in which the emotions of underclass groups, especially women, may contribute to the development of a critical social theory. (shrink)

Deep learning may transform health care, but model development has largely been dependent on availability of advanced technical expertise. The aim of this study is to develop a deep learning model to predict the gender from retinal fundus images. The proposed model was based on the Xception pre-trained model. The proposed model was trained on 20,000 retinal fundus images from Kaggle depository. The dataset was preprocessed them split into three datasets (training, validation, Testing). After training and cross-validating the proposed model, (...) it was evaluated using the testing dataset. The result of testing, the area under receiver operating characteristic curve (AUROC) of the model was 0.99, precision, recall, f1-score and accuracy were 99%, precision, recall, f1-score and accuracy were 96.83%, 96.83%, 96.82% and 96.83% respectively.. Clinicians are presently unaware of dissimilar retinal feature variants between females and males, stressing the importance of model explain ability for the prediction of gender from retinal fundus images. The proposed deep learning may enable clinician-driven automated discovery of novel visions and disease biomarkers. (shrink)

In this paper I present a precise version of Stalnaker's thesis and show that it is both consistent and predicts our intuitive judgments about the probabilities of conditionals. The thesis states that someone whose total evidence is E should have the same credence in the proposition expressed by 'if A then B' in a context where E is salient as they have conditional credence in the proposition B expresses given the proposition A expresses in that context. The thesis is formalised (...) rigorously and two models are provided that demonstrate that the new thesis is indeed tenable within a standard possible world semantics based on selection functions. Unlike the Stalnaker-Lewis semantics the selection functions cannot be understood in terms of similarity. A probabilistic account of selection is defended in its place. -/- I end the paper by suggesting that this approach overcomes some of the objections often leveled at accounts of indicatives based on the notion of similarity. (shrink)

Most work on the semantic paradoxes within classical logic has centered around what this essay calls “linguistic” accounts of the paradoxes: they attribute to sentences or utterances of sentences some property that is supposed to explain their paradoxical or nonparadoxical status. “No proposition” views are paradigm examples of linguistic theories, although practically all accounts of the paradoxes subscribe to some kind of linguistic theory. This essay shows that linguistic accounts of the paradoxes endorsing classical logic are subject to a particularly (...) acute form of the revenge paradox: that there is no exhaustive classification of sentences into “good” and “bad” such that the T-schema holds when restricted to the “good” sentences unless it is also possible to prove some “bad” sentences. The foundations for an alternative classical nonlinguistic approach is outlined that is not subject to the same kinds of problems. Although revenge paradoxes of different strengths can be formulated, they are found to be indeterminate at higher orders and not inconsistent. (shrink)

Sleep onset is associated with marked changes in behavioral, physiological, and subjective phenomena. In daily life though subjective experience is the main criterion in terms of which we identify it. But very few studies have focused on these experiences. This study seeks to identify the subjective variables that reflect sleep onset. Twenty young subjects took an afternoon nap in the laboratory while polysomnographic recordings were made. They were awakened four times in order to assess subjective experiences that correlate with the (...) (1) appearance of slow eye movement, (2) initiation of stage 1 sleep, (3) initiation of stage 2 sleep, and (4) 5 min after the start of stage 2 sleep. A logistic regression identified control over and logic of thought as the two variables that predict the perception of having fallen asleep. For sleep perception, these two variables accurately classified 91.7% of the cases; for the waking state, 84.1%. (shrink)

I examine Hume’s ‘construal of the basic structure of human agency’ and his ‘analysis of human agency’ as they arise in his investigation of causal power. Hume’s construal holds both that volition is separable from action and that the causal mechanism of voluntary action is incomprehensible. Hume’s analysis argues, on the basis of these two claims, that we cannot draw the concept of causal power from human agency. Some commentators suggest that Hume’s construal of human agency is untenable, unduly skeptical, (...) or uniquely entailed by the limits of empiricism. However, as I argue, these criticisms depend either on a misunderstanding of Hume’s analysis of human agency or on a neglect of the historical context of his view. (shrink)

The terms ‘compatibilism’ and ‘incompatibilism’ were introduced in the mid-20th century to name conflicting views about the logical relationship between the thesis of determinism and the thesis that someone has free will. These technical terms were originally introduced within a specific research paradigm, the classical analytic paradigm. This paradigm is now in its final stages of degeneration and few free-will theorists still work within it (i.e. using its methods, granting its substantive background assumptions, etc.). This chapter discusses how the ambiguity (...) of the terms ‘incompatibilism’ and ‘compatibilism’ took root as the classical analytic paradigm declined and why this matters to the contemporary debate. Among other things, I explain why the ambiguity of these anachronistic terms, though relatively innocuous when they were first introduced, is now encouraging theorists to tolerate and perpetuate serious philosophical errors (e.g. to conflate relations as different in kind and importance as correlation and causation, to promote uncontentiously invalid arguments, and to equivocate in ways that keep the free-will debate mired in pseudo-stalemates). I also suggest a new framework for anyone looking for relief from the confusion and deadlock created by quixotic attempts to redefine classical narratives and jargon so that they adequately describe the dialectical contours of the contemporary free-will debate. In addition, this new framework allows philosophers to start cross-pollinating work on free will and other famous problems of luck and control, e.g. the paradox of moral luck. (To see the distinctions applied to the philosophical problems of causal luck, constitutive luck, and moral luck, please see my essay "Free Will, Self-Creation, and the Paradox of Moral Luck" (Midwest Studies in Philosophy, 2019). -/- . (shrink)

It has been a common assumption that words are substances that instantiate or have properties. In this paper, I question the assumption that our ontology of words requires posting substances by outlining a bundle theory of words, wherein words are bundles of various sorts of properties (such as semantic, phonetic, orthographic, and grammatical properties). I argue that this view can better account for certain phenomena than substance theories, is ontologically more parsimonious, and coheres with claims in linguistics.

The genetic modification of pigs as a source of transplantable organs is one of several possible solutions to the chronic organ shortage. This paper describes existing ethical tensions in xenotransplantation (XTx) that argue against pursuing it. Recommendations for lifelong infectious disease surveillance and notification of close contacts of recipients are in tension with the rights of human research subjects. Parental/guardian consent for pediatric xenograft recipients is in tension with a child’s right to an open future. Individual consent to transplant is (...) in tension with public health threats that include zoonotic diseases. XTx amplifies concerns about justice in organ transplantation and could exacerbate existing inequities. The prevention of infectious disease in source animals is in tension with the best practices of animal care and animal welfare, requiring isolation, ethologically inappropriate housing, and invasive reproductive procedures that would severely impact the well-being of intelligent social creatures like pigs. (shrink)

Waiting time is widely used in health and social policy to make resource allocation decisions, yet no general account of the moral significance of waiting time exists. We provide such an account. We argue that waiting time is not intrinsically morally significant, and that the first person in a queue for a resource does not ipso facto have a right to receive that resource first. However, waiting time can and sometimes should play a role in justifying allocation decisions. First, there (...) is a duty of fairness prohibiting line-cutting where a sufficiently just queue exists. Second, waiting time has several morally attractive features that can justify its incorporation into allocation schemes. Where candidates are in relevantly similar circumstances, allocating by waiting time is relatively efficient, maximizes distribution equality relative to other Pareto efficient distributions, and treats candidates fairly. The claim that allocation using waiting time is fair is controversial. Some have claimed that formal lotteries are a fairer way to select among equal beneficiaries. We argue that lotteries are no fairer than allocation based on waiting time when it is equiprobable how a prospective queue will be ordered. In practice, lotteries share many of the disadvantages of queues; which is fairer will depend on contingent features of the allocation scenario. The upshot is that first-come, first-served is in fact a just way to allocate resources in many of the cases where it seems pre-theoretically compelling, and waiting time has unique normative properties which frequently justify its incorporation into resource allocation schemes. (shrink)

In several recent contributions to the growing literature on slurs, Hedger draws upon Kaplan's distinction between descriptive and expressive content to argue that slurs are expressions with purely expressive content. The distinction between descriptive and expressive content and the view that slurs are expressions with purely expressive content has been widely acknowledged in prior work, and Hedger aims to contribute to this tradition of scholarship by offering novel arguments in support of his "pure expressivist" account of slurs. But the account (...) that PE offers is explanatorily inadequate, resting on suspect a priori intuitions which also commit one to denying many basic facts about slurs, such as that slurs largely display systematic differential application and that slurs can be used non-offensively between in-group speakers. In this article I provide clear reasons for rejecting PE, arguing particularly against Hedger as one of PE’s most explicit and recent proponents. In showing that PE is inadequate in at least 11 ways, I argue in favor of a mixed or hybrid approach. (shrink)

Book synopsis: Our mental lives are entwined with the world. There are worldly things that we have beliefs about and things in the world we desire to have happen. We find some things fearsome and others likable. The puzzle of intentionality — how it is that our minds make contact with the world — is one of the oldest and most vexed issues facing philosophers. Many contemporary philosophers and cognitive scientists have been attracted to the idea that our minds represent (...) the world. This book explores an important assumption about representation, namely, that when we represent things in the world, we represent them as having properties, and in this way our representations have "propositional" structure. The contributors examine what the commitment to propositionalism amounts to; illuminate why one might find the thesis attractive ; and consider ways in which one might depart from propositionalism. The hope is that this will lead towards a more complete understanding of how the mind and world are connected. (shrink)

It is tempting to think that a process of choosing a point at random from the surface of a sphere can be probabilistically symmetric, in the sense that any two regions of the sphere which differ by a rotation are equally likely to include the chosen point. Isaacs, Hájek, and Hawthorne (2022) argue from such symmetry principles and the mathematical paradoxes of measure to the existence of imprecise chances and the rationality of imprecise credences. Williamson (2007) has argued from a (...) related symmetry principle to the failure of probabilistic regularity. We contend that these arguments fail, because they rely on auxiliary assumptions about probability which are inconsistent with symmetry to begin with. We argue, moreover, that symmetry should be rejected in light of this inconsistency, and because it has implausible decision- theoretic implications. -/- The weaker principle of probabilistic invariance says that the probabilistic comparison of any two regions is unchanged by rotations of the sphere. This principle supports a more compelling argument for imprecise probability. We show, however, that invariance is incompatible with mundane judgments about what is probable. Ultimately, we find reason to be suspicious of the application of principles like symmetry and invariance to nonmeasurable regions. (shrink)

*As mentioned in Peter Coy's NYT essay "When Being Good Is Just a Matter of Being Lucky" (2023) -/- ----- -/- How is the problem of free will related to the problem of moral luck? In this essay, I answer that question and outline a new solution to the paradox of moral luck, the source-paradox solution. This solution both explains why the paradox arises and why moral luck does not exist. To make my case, I highlight a few key connections (...) between the paradox of moral luck and two related problems, namely the problem of free will and determinism and the paradox of self-creation. Piecing together intuitions, arguments, and insights from recent work on each of these three problems, I argue that the type of control necessary for moral responsibility can only be had by someone who is a genuine source of his own actions, but the relevant notion of sourcehood admits no coherent characterization. If our commonsense view of moral responsibility is incoherent, it is unsurprising that our commitment to the existence of morally responsible agents commits us to some paradoxical things—e.g. to both the existence and impossibility of moral luck. For more information about this article, please write to gmail account: kristin.mickelson.42. (shrink)

Ectogestation involves the gestation of a fetus in an ex utero environment. The possibility of this technology raises a significant question for the abortion debate: Does a woman’s right to end her pregnancy entail that she has a right to the death of the fetus when ectogestation is possible? Some have argued that it does not Mathison & Davis. Others claim that, while a woman alone does not possess an individual right to the death of the fetus, the genetic parents (...) have a collective right to its death Räsänen. In this paper, I argue that the possibility of ectogestation will radically transform the problem of abortion. The argument that I defend purports to show that, even if it is not a person, there is no right to the death of a fetus that could be safely removed from a human womb and gestated in an artificial womb, because there are competent people who are willing to care for and raise the fetus as it grows into a person. Thus, given the possibility of ectogestation, the moral status of the fetus plays no substantial role in determining whether there is a right to its death. (shrink)

Recent theorizing argues that online communication technologies provide powerful, although precarious, means of emotional regulation. We develop this understanding further. Drawing on subjective reports collected during periods of imposed social restrictions under COVID-19, we focus on how this precarity is a source of emo-tional dysregulation. We make our case by organizing responses into five distinct but intersecting dimensions wherein the precarity of this regulation is most relevant: infrastructure, functional use, mindful design (individual and social), and digital tact. Analyzing these reports, (...) along with examples of mediating technologies (i.e., self-view) and common interactive dynamics (e.g., gaze coordination), we tease out how breakdowns along these dimensions are sources of affective dysregulation. We argue that the adequacy of available technological resources and competencies of various kinds matter greatly to the types of emotional experiences one is likely to have online. Further research into online communication technologies as modula-tors of both our individual and collective well-being is urgently needed, especially as the echoes of the digital push that COVID-19 initiated are set to continue rever-berating into the future. (shrink)

In this article, I present a two-pronged argument for the immorality of contemporary, asymmetric drone warfare, based on my new interpretations of the just war principles of “proportionality” and “moral equivalence of combatants” (MEC). The justification for these new interpretations is that drone warfare continues to this day, having survived despite arguments against it that are based on traditional interpretations of just war theory (including one from Michael Walzer). On the basis of my argument, I echo Harry Van der Linden’s (...) call for “an international treaty banning all weaponized UAV [uninhabited aerial vehicles].”. (shrink)

In the present article, I offer a new reading of Hannah Arendt’s The Origins of Totalitarianism, specifically her argument that ideologies such as racism engender totalitarianism when the lonely and disenfranchised laborers of modern society develop a pathological fixation on formal logic, which I term “logomania.” That is, such logical deductions, from horrifically false premises, are the closest thing to thinking that individuals can engage in after their psyches, relationships, and communities have broken down. And it is only thus that (...) totalitarianism can achieve power, since it offers at least some form of connectedness and meaning, regardless how terrifying and violent. The danger persists, clearly, with the resurgence of the far Right, including in the extraordinary regime of Trump in the United States. From this I conclude that, along with the admirable calls to fight loneliness and rebuild our communities, we should also supplement all formal logical instruction and community education with instruction in creative thinking (including aesthetics), thereby discouraging the monomaniac reliance on formal logic as inadvertent weapon of totalitarianism. (shrink)

I argue for three conclusions. First, responsibility skeptics are committed to the position that the criminal justice system should adopt a universal nonresponsibility excuse. Second, a universal nonresponsibility excuse would diminish some of our most deeply held values, further dehumanize criminals, exacerbate mass incarceration, and cause an even greater number of innocent people (nonwrongdoers) to be punished. Third, while Saul Smilansky's ‘illusionist’ response to responsibility skeptics – that even if responsibility skepticism is correct, society should maintain a responsibility‐realist/retributivist criminal justice (...) system – is generally compelling, it would not work if a majority of society were to convert, theoretically and psychologically, to responsibility skepticism. In this (highly improbable) scenario, and only in this (highly improbable) scenario, the criminal justice system would need to be reformed in such a way that it aligned with the majority's responsibility‐skeptical beliefs and attitudes. (shrink)

Biological evolution is a complex blend of ever changing structural stability, variability and emergence of new phe- notypes, niches, ecosystems. We wish to argue that the evo- lution of life marks the end of a physics world view of law entailed dynamics. Our considerations depend upon dis- cussing the variability of the very ”contexts of life”: the in- teractions between organisms, biological niches and ecosys- tems. These are ever changing, intrinsically indeterminate and even unprestatable: we do not know ahead of (...) time the ”niches” which constitute the boundary conditions on selec- tion. More generally, by the mathematical unprestatability of the ”phase space”, no laws of mo- tion can be formulated for evolution. We call this radical emergence, from life to life. The purpose of this paper is the integration of variation and diversity in a sound concep- tual frame and situate unpredictability at a novel theoretical level, that of the very phase space. Our argument will be carried on in close comparisons with physics and the mathematical constructions of phase spaces in that discipline. The role of symmetries as invariant preserving transformations will allow us to under- stand the nature of physical phase spaces and to stress the differences required for a sound biological theoretizing. In this frame, we discuss the novel notion of ”enablement”. Life lives in a web of enablement and radical emergence. This will restrict causal analyses to differential cases. Mutations or other causal differ- ences will allow us to stress that ”non conservation princi- ples” are at the core of evolution, in contrast to physical dynamics, largely based on conservation principles as sym- metries. Critical transitions, the main locus of symmetry changes in physics, will be discussed, and lead to ”extended criticality” as a conceptual frame for a better understanding of the living state of matter. (shrink)

Background: Mint is a grassy, perennial plant, belonging to the oral platoon, fast growing and spreading, its leaves are green in color, fragrant, tart, refreshing, square-shaped leg, bifurcated, erect, ranging in height from (10 - 201 cm). Home to Europe and Asia. The mint plant has many benefits, the most important of which are pain relief, treatment of gallbladder disorders, the expulsion of gases, anti-inflammatory, and relaxing nerves. While the mint plant is the ideal option for the start of gardens, (...) it is prone to some common diseases that affect the plant's growth. Objectives: The main goal of this expert system is to get the appropriate diagnosis of disease and the correct treatment. Methods: In this paper, the design of the proposed Expert System was produced to help Farmers and those interested in agriculture in diagnosing many of the Mint diseases such as Mint rust, Verticillium wilt, Anthracnose, Powdery mildew, Black Stem Rot, Stem and stolon canker, Septoria leaf spot. The proposed expert system presents an overview of mint diseases are given, the cause of diseases outlined and the treatment of disease whenever possible is given out. CLIPS Expert System language was used for designing and implementing the proposed expert system. Results: The proposed Mint diseases diagnosis expert system was evaluated by Agricultural Students at AL Azhar University and some friends interested in agriculture and they were satisfied with its performance. Conclusions: The proposed expert system is very useful for Farmers and those interested in agriculture. (shrink)

Male genital problems and injuries may occur quite simply because of the scrotum and penis are not protected like other organs. Genital problems and injuries normally happen through: recreational activities (like Football, Hooky, biking, basketball), work- related tasks (like contact to irritating chemicals), downhill drop, and sexual activity. A genital injury frequently causes harsh pain that typically disappear fast without causing enduring harm. Home handling is generally all that is required for trivial problems or injuries. Pain, inflammation, staining, or rashes (...) that are coexist with other symptoms might be a source for concern. Genital problems in men is one of the most common problems which requires fast intervention. In this paper we present an expert system that help men diagnose their genital problems and give them the proper treatment. SL5 Object expert system language was used to design and implement this expert system. (shrink)

In this paper I defend the traditional interpretations of Kant’s Formula of a Law of Nature from recent attacks leveled by Faviola Rivera-Castro, James Furner, Ido Geiger, Pauline Kleingeld and Sven Nyholm. After a short introduction, the paper is divided into four main sections. In the first, I set out the basics of the three traditional interpretations, the Logical Contradiction Interpretation, the Practical Contradiction Interpretation and the Teleological Contradiction Interpretation. In the second, I examine the work of Geiger, Kleingeld and (...) Nyholm: these three commentators reject the traditional interpretations entirely, but I argue that this rejection is ill-founded. In the third and fourth, I take a detailed look at Furner’s work, work in which he seeks to revise (rather than reject) the traditional interpretations. I argue that, despite his more modest aims, Furner’s revision is also ill-founded. (shrink)

In this paper I argue that there would be no obligatory maxims if the only standards for assessing maxims were Kant’s universalizability tests. The paper is divided into five sections. In the first, I clarify my thesis: I define my terms and disambiguate my thesis from other related theses for which one might argue. In the second, I confront the view that says that if a maxim passes the universalizability tests, then there is a positive duty to adopt that maxim; (...) I also confront a close relative of this view. In the third, I confront the view that says that if a maxim does not pass the universalizability tests, then there is a positive duty to adopt the contradictory of that maxim. In the fourth, I confront two variations of the view that says that if a maxim does not pass the universalizability tests and an agent is deliberating about the action in the maxim, then the agent has a positive duty to adopt the contrary of that maxim. In the fifth, I confront the view that says that if an agent has adopted a maxim of ends, then the agent has a positive duty to universalize that end. I then wrap up the paper with some concluding remarks. (shrink)

Many real-world agents recognise that they impose harms by choosing to emit carbon, e.g., by flying. Yet many do so anyway, and then attempt to make things right by offsetting those harms. Such offsetters typically believe that, by offsetting, they change the deontic status of their behaviour, making an otherwise impermissible action permissible. Do they succeed in practice? Some philosophers have argued that they do, since their offsets appear to reverse the adverse effects of their emissions. But we show that (...) they do not. In practice, standard carbon offsetting does not reverse the harms of the original action, nor does it even benefit the same group as was harmed. Standard moral theories hence deny that such offsetting succeeds. Indeed, we show that any moral theory that allows offsetting in this setting faces a dilemma between allowing any wrong to be offset, no matter how grievous, and recognising an implausibly sharp discontinuity between offsettable actions and non-offsettable actions. The most plausible response is to accept that carbon offsetting fails to right our climate wrongs. (shrink)

Psychiatric patients sometimes ask where to draw the line between who they are – their selves – and their mental illness. This problem is referred to as the self-illness ambiguity in the literature; it has been argued that solving said ambiguity is a crucial part of psychiatric treatment. I distinguish a Realist Solution from a Constructivist one. The former requires finding a supposedly pre-existing border, in the psychiatric patient’s mental life, between that which belongs to the self and that which (...) belongs to the mental illness. I argue that no such border exists, and that attempts to find it might even render the felt ambiguity worse. Instead, any solution must be constructivist; the patient (and others) should deliberate and discuss what to identify with or not. I further argue that psychiatric patients need not see their mental illness as wholly distinct from themselves to avoid ‘identifying with their diagnoses' in a problematic way. Finally, we can excuse problematic behaviour by mentally ill people – in fact, we can do so in a more nuanced and constructive way – while rejecting the view that the mental illness is wholly distinct from the patient’s self. (shrink)

In August 2021, Froese et al. published survey data collected from 2,543 respondents on their subjective experiences living under imposed social distancing measures during COVID-19 (1). The questionnaire was issued to respondents in the UK, Japan, and Mexico. By combining the authors’ expertise in phenomenological philosophy, phenomenological psychopathology, and enactive cognitive science, the questions were carefully phrased to prompt reports that would be useful to phenomenological investigation and theorizing (2–4). These questions reflected the various author’s research interests (e.g., technology, grief, (...) time). Between April 7th and July 31st, 2021, a second questionnaire with the same question set was issued to respondents of the original who had agreed to do a follow-up. This was intended to capture subjective reports of life under social distancing measures a year after the initial survey. By this time–depending on their country of residence and health status–respondents had potentially lived with repeated and prolonged lockdowns and a variety of other restrictions on their social lives. When taken together, Survey I and Survey II provide a cross-cultural and longitudinal dataset that allows for analysis of longer-term impacts of imposed social distancing measures on people’s experiences. For researchers working in diverse disciplines, this dataset offers a rich resource that reflects people’s reactions to the imposition of different social restrictions in different countries and over different time periods. (shrink)

Poverty has traditionally been conceived of as a state of deprivation. To be poor is to lack something essential to human flourishing. How that something is understood—in terms of welfare, resources, or capabilities—and how it is measured—in absolute terms or relative to a social standard—has been the subject of much debate within the development literature. In this paper, I put forward an account of poverty rooted in the philosophy of action. I argue that poverty essentially involves being in a context (...) in which a reasonable agent’s future-directed agency is systemically undermined. Centering this dimension of poverty allows us to attend to aspects of poverty that are easily overlooked on existing accounts. (shrink)

Building on my previous exploration of the role of dance in the contemporary French political philosopher Jacques Rancière’s Aisthesis: Scenes from the Aesthetic Regime of Art, first published in French in 2011, the present essay turns to another book originally published in the same year, The Intervals of Cinema. Having previously established that the core of Rancière’s philosophical method is an analysis of philosophical homonyms into figurative dancing conceptual partners, I begin by applying that method to the first chapter of (...) Intervals, “Cinematic Vertigo: Hitchcock to Vertov and Back.” There I identify two series of such dancing partners, as follows: Hitchcock’s image-controlling, capitalist vertiginous fall, and Vertov’s movement-equalizing, communist balanced dance. I then critique the implicit marginalizing of women and female bodies in the films and chapter, including Hitchcock’s protagonist’s best friend and ex-fiancé, and Vertov’s cosmetologists and switchboard operators. Finally, I offer a corrective from the proto-feminist life of my grandmother, a onetime cosmetologist, switchboard operator, and Glamour Shots amateur model, my grandmother, Louise Nunnelley, or “Mamaw.” Such are the unacknowledged material basis of Rancière’s radical democratic philosophy, the specifically-embodied and positioned female dancers who continue to get lost in his figurative dance. (shrink)

This project was provoked by the almost nonexistent pushback from the Democratic liberal establishment to the (2020) exoneration of Kyle Rittenhouse, despite his acknowledged killing of two Black Lives Matters protesters against the police murder of George Floyd. It builds on three prior articles arguing for the revival of ancient Dionysian practice, Haitian Vodou, and Indigenous South American shamanism to empower leftist revolution. In essence, I propose an assemblage of spiritual practices that are accessible today for the neo-colonized 99% of (...) the global population, by synthesizing and reconstructing three democratic, lower-SES, Indigenous religions, all of which share a militant defiance of their respective tyrannical plutocracies. To avoid cultural appropriation, I center these reconstructed spiritual practices on the figure of the “mage,” a psychosocial healer loosely analogous to a shaman. And the mage’s signature activity, “magic,” I redefine naturalistically as free interpersonal performative action, practiced using two theoretical disciplines (philosophy and psychology) and two practical disciplines chosen by each mage. More precisely, Spirit/Dance channels the “spirits” of dead ancestors, historical figures, legendary heroes, mythical beings, and fictional characters, into the three ultimate objectives of “mindfulness” for psyches/souls, “liberation” for mindful bodies, and “social justice” for liberated communities, indirectly empowering long-term revolution. (shrink)

The natural name theory, recently discussed by Johnson (2018), is proposed as an explanation of pure quotation where the quoted term(s) refers to a linguistic object such as in the sentence ‘In the above, ‘bank’ is ambiguous’. After outlining the theory, I raise a problem for the natural name theory. I argue that positing a resemblance relation between the name and the linguistic object it names does not allow us to rule out cases where the natural name fails to resemble (...) the linguistic object it names. I argue that to avoid this problem, we can combine the natural name theory with a type-realist metaphysics of language, and hold that the name is natural because the name is an instance of the kind that it names. I conclude by reflecting on the importance of the metaphysics of language for questions in the philosophy of language. (shrink)

[First paragraph]: This article is part of a larger project in which I suggest a historically informed philosophy of dance, called “figuration,” consisting of new interpretations of canonical philosophers. Figuration consists of two major parts, comprising (a) four basic concepts, or “moves”—namely, “positure,” “gesture,” “grace,” and “resilience”—and (b) seven types, or “families” of dance—namely, “concert,” “folk,” “societal,” “agonistic,” “animal,” “astronomical,” and “discursive.” This article is devoted to the first of these four moves, as illustrated by both its importance for Aristotle (...) and also its applicability to these seven families of dance. One goal of figuration as a whole, and the central goal of this excerpt from that larger project, is to model and justify a dancing aesthetic education pursuant to psychological and political flourishing. (shrink)

Philosophy and Phenomenological Research, Volume 104, Issue 3, Page 728-746, May 2022.

In this paper the logic of broad necessity is explored. Definitions of what it means for one modality to be broader than another are formulated, and it is proven, in the context of higher-order logic, that there is a broadest necessity, settling one of the central questions of this investigation. It is shown, moreover, that it is possible to give a reductive analysis of this necessity in extensional language. This relates more generally to a conjecture that it is not possible (...) to define intensional connectives from extensional notions. This conjecture is formulated precisely in higher-order logic, and concrete cases in which it fails are examined. The paper ends with a discussion of the logic of broad necessity. It is shown that the logic of broad necessity is a normal modal logic between S4 and Triv, and that it is consistent with a natural axiomatic system of higher-order logic that it is exactly S4. Some philosophical reasons to think that the logic of broad necessity does not include the S5 principle are given. (shrink)

Many take Kantian ethics to founder when it comes to our duties to animals. In this paper, I advocate a novel approach to this problem. The paper is divided into three sections. In the first, I canvass various passages from Kant in order to set up the problem. In the second, I introduce a novel approach to this problem. In the third, I defend my approach from various objections. By way of preview: I advocate rejecting the premise that nonhuman animals (...) are nonrational. (shrink)

In this article, I explore Seth Farber’s critique in _The Spiritual Gift of Madness_ that the leaders of the Mad Pride movement are failing to realize his vision of the mad as spiritual vanguard of sociopolitical transformation. First, I show how, contra Farber’s polemic, several postmodern theorists are well suited for this leadership (especially the Argentinian post-Marxist philosopher Ernesto Laclau). Second, I reinterpret the first book by the Icarus Project, _Navigating the Space between Brilliance and Madness_, by reimagining its central (...) metaphor of Icarus in the context of late capitalism as a prison world. Finally, I conclude with four strategies derived therefrom for higher functioning mad leaders to transform our penitentiary world. (shrink)

MMA fighting in a competition is not necessarily wrong and is often, as far as we can tell, permissible. Our argument has two premises. First, if an act does not infringe on anyone’s moral right or violate another side-constraint, then it is morally permissible. Second, MMA-violence does not infringe on anyone’s moral right or violate another side-constraint. The first premise rested on two assumptions. First, if a person does a wrong act, then he wrongs someone. Second, if one person wrongs (...) a second, then the first infringes on the second’s right. We then looked at Nicholas Dixon’s powerful Kantian argument that MMA fighting is wrong. (shrink)

Since it is only five years since the publication of our paper, "Geographical categories: An ontological investigation" (Smith and Mark 2001), it seems somewhat strange to be making retrospective comments on the piece. Nevertheless, the field is moving quickly, and much has happened since the article appeared. A large number of papers have already cited the work, which suggests that there is a seam here that people find worthy of being mined. In this short essay, we first review the paper (...) and attempt to assess its significance from the perspective of our current work. We then put the paper in the context of our individual and joint works, which led up to it, and summarize our research trajectories since the paper appeared, pointing out what some of this reveals about spatial ontology in general. We conclude with some remarks on the future of ontological research in geographical information science. (shrink)

Alix Cohen argues that the function of feeling in Kantian psychology is to appraise and orient activity. Thus she sees feeling and agency as importantly connected by Kant’s lights. I endorse this broader claim, but argue that feeling, on her account, cannot do the work of orientation that she assigns to it.

Ontology, since Aristotle, has been conceived as a sort of highly general physics, a science of the types of entities in reality, of the objects, properties, categories and relations which make up the world. At the same time ontology has been for some two thousand years a speculative enterprise. It has rested methodologically on introspection and on the construction and analysis of elaborate world-models and of abstract formal-ontological theories. In the work of Quine and others this ontological theorizing in abstract (...) fashion about the world was supplemented by the study, based on the use of logical methods, of the ontological commitments or presuppositions embodied in scientific theories. In recent years both types of ontological study have found application in the world of information systems, for example in the construction of frameworks for knowledge representation and in database design and translation. As ontology is in this way drawn closer to the domain of real-world applications, the question arises as to whether it is possible to use empirical methods in studying ontological theories. More specifically: can we use empirical methods to test the ontological theories embodied in human cognition? We set forth the outlines of a framework for the formulation and testing of such theories as they relate to the specific domain of geographic objects and categories. (shrink)