Alexander R. Galloway and Jason R. LaRiviére’s article “Compression in Philosophy” seeks to pose François Laruelle’s engagement with metaphysics against Bernard Stiegler’s epistemological rendering of idealism. Identifying Laruelle as the theorist of genericity, through which mankind and the world are identified through an index of “opacity,” the authors argue that Laruelle does away with all deleterious philosophical “data.” Laruelle’s generic immanence is posed against Stiegler’s process of retention and discretization, as Galloway and LaRiviére argue that Stiegler’s philosophy seeks to reveal (...) an enchanted natural world through the development of noesis. By further developing Laruelle and Stiegler’s Marxian projects, I seek to demonstrate the relation between Stiegler's artefaction and “compression” while, simultaneously, I also seek to create further bricolage between Laruelle and Stiegler. I also further elaborate on their distinct engagement(s) with Marx, offering the mold of synthesis as an alternative to compression when considering Stiegler’s work on transindividuation. In turn, this paper seeks to survey some of the contemporary theorists drawing from Stiegler (Yuk Hui, Al-exander Wilson and Daniel Ross) and Laruelle (Anne-Françoise Schmidt, Gilles Grelet, Ray Brassier, Katerina Kolozova, John Ó Maoilearca and Jonathan Fardy) to examine political discourse regarding the posthuman and non-human, with a particular interest in Kolozova’s unified theory of standard philosophy and Capital. (shrink)

Discussione a partire dal libro di M. NICHTERLEIN e J. R. MORSS, Deleuze e la psicologia, a cura di Pietro Barbetta ed Enrico Valtellina, Raffaello Cortina, Milano 2017.

HISTÓRIA DA SOCIOLOGIA: O DESENVOLVIMENTO DA SOCIOLOGIA I -/- A SOCIOLOGIA CONTEMPORÂNEA -/- HISTORY OF SOCIOLOGY: THE DEVELOPMENT OF SOCIOLOGY I THE SOCIOLOGY CONTEMPORANY -/- Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE. E-mails: [email protected] e [email protected] WhatsApp: (82)98143-8399. -/- PREMISSA -/- Se até a década de 1960 podia-se falar em uma Sociologia dividida por países, após essa época, tendo em vista um processo significativo de circulação de informações pelos mais variados meios de comunicação, pode-se dizer que os (...) principais cientistas sociais se tornaram globalizados, assim como a literatura sociológica. As questões sociais, que até então podiam estar localizadas em países ou em blocos de países, também se tornaram mundializadas, e vários pensadores passaram a refletir sobre temas chamados de pós-modernos, hipermodernos ou simplesmente contemporâneos, e que afetam um país, uma região ou todo o mundo. A Sociologia contemporânea, porém, mantém uma relação significativa com as grandes vertentes da Sociologia anterior: • a marxista ou histórico-estrutural, com suas variações; • a durkheimiana ou funcionalista, com o desenvolvimento de um neofuncionalismo; • a weberiana ou compreensiva, com o desenvolvimento da fenomenologia e da hermenêutica; • a teórica e pragmática estadunidense, com variadas linhas. Além dessas vertentes, pensadores como Jean-Gabriel de Tarde e Georg Simmel, que estavam um tanto esquecidos, pelo menos no Brasil, em razão da ênfase em Émile Durkheim, num caso, e em Max Weber, em outro, retomaram seus lugares de destaque. Essas vertentes inspiraram outros tantos pensadores, que – refletindo sobre a realidade em que vivem, mesclando ou não contribuições de diferentes linhas teóricas e formulando uma série de conceitos – demonstram as possibilidades e a diversidade do pensamento sociológico e fazem a Sociologia avançar muito no processo de compreensão da realidade contemporânea. A combinação de diversas vertentes teóricas torna difícil fazer qualquer enquadramento ou mesmo tentar classificar determinados autores. Muitos analistas veem nisso uma crise de paradigmas na Sociologia contemporânea. Essa “crise” poderia ser entendida do ponto de vista epistemológico; entretanto, sempre houve diversidade de epistemologias na Sociologia. Acreditamos que essa diversidade epistemológica, de teorias, de objetos e de métodos, concorrentes ou não, na explicação de fenômenos sociais deve ser vista como indicativo de vigor, e não de decadência. Por fim, indico a seguir, em ordem alfabética, alguns dos pensadores e sociólogos contemporâneos cujo trabalho tem dado especial contribuição à Sociologia desenvolvida no Brasil: Alain Touraine (1925-), Anthony Giddens (1938-), Axel Honneth (1949-), Boaventura de Sousa Santos (1940-), David Harvey (1935-), Edgard Morin (1921-), François Dubet (1946), Gilles Lipovetsky (1944-), Howard S. Becker (1928-), Immanuel Wallerstein (1930-), István Mészáros (1930-2017), Jean Baudrillard (1929-2007), Jürgen Habermas (1929-), Manuel Castells (1942-), Marshall Bermann (1940-2013), Michael Löwy (1938-), Michel Maffesoli (1944-), Néstor García Canclini (1939-), Niklas Luhmann (1927-1998), Norbert Elias (1897-1990), Peter Ludwig Berger (1929-2017), Ralph Dahrendorf (1929-2009), Raymond Boudon (1934-2013), Richard Sennett (1943-), Serge Moscovici (1928 -2014), Thomas Luckmann (1927-2016), Ulrich Beck (1944-2015) e Zygmunt Bauman (1925-2017). -/- REFERENCIAL TEÓRICO -/- CUIN, C. H.; GRESLE, F. História da Sociologia. Trad. Roberto Leal Ferreira. São Paulo: Ensaio, 1994. -/- NERY, M. C. R. Sociologia contemporânea. 1ª ed. Curitiba: IESDE, 2007. -/- NOVA, S. V. Introdução a Sociologia. 6ª ed. São Paulo: Atlas, 2004. -/- SILVA, A. et al. Sociologia em movimento. 2ª ed. São Paulo: Moderna, 2016. -/- SBS - Sociedade Brasileira de Sociologia PUCRS - PPG em Ciências Sociais Avenida Ipiranga, 6681 - Partenon CEP: 90619-900 - Porto Alegre, RS [email protected] Emanuel Isaque Cordeiro da Silva © 2019 -/- Estimule a criatividade, respeite o direito autoral. (shrink)

FILOSOFIA COMO PRODUTO OU COMO PROCESSO? -/- PHILOSOPHY AS A PRODUCT OR AS A PROCESS? -/- Por: Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE. E-mails: [email protected] e [email protected] WhatsApp: (82)9.8143-8399. -/- -/- PREMISSA -/- Nos trabalhos anteriores, na área filosófica, trabalhei a importância da filosofia no ensino médio e a responsabilidade pedagógica do professor. Doravante, compartilho agora da experiência daqueles que já se debruçaram sobre aquelas questões, acrescentando outras indagações: "Que fins pretendo alcançar com meu curso de (...) filosofia?"; "Que conteúdos são importantes para o aluno iniciante?", "Como ensinar filosofia?". -/- As respostas a essas indagações variam conforme os pressupostos epistemológicos que servem de base ao trabalho do professor. -/- Na escola tradicional prevaleceu a tendência empirista, que privilegia a transmissão de conhecimentos acumulados. Geralmente, os adeptos dessa tendência propõem programas enciclopédicos, com amplo conteúdo. Trata-se da ênfase no produto, na transmissão da herança deixada pelos filósofos, mas o risco dessa metodologia é a passividade do estudante. -/- A pedagogia do século XX, ao criticar a excessiva centralização na figura do mestre, deslocou o foco para o estudante, reservando ao professor o papel de facilitador da aprendizagem. A ênfase foi posta no processo, e não no produto, com a vantagem de permitir a atuação mais participativa do estudante, embora exista o risco de se descuidar do conteúdo (o produto) nos casos em que debates infindáveis não se apoiam na rica herança filosófica. -/- Postas essas premissas, destaco que o ensino de filosofia se sustenta pela referência à história da filosofia e, por isso, o produto é indispensável, caso contrário a intervenção dos estudantes permaneceria espontaneísta, girando em torno do que eles já sabem. Por sua vez, o educando tem o direito de expressar sua experiência, inicialmente fragmentada e difusa e em seguida reexaminada à luz de textos relevantes, para se apropriar do processo reflexivo. Portanto, os dois aspectos -a filosofia como produto e como processo - são indispensáveis e encontram-se intimamente relacionados. -/- 1. DEFININDO O FOCO PRINCIPAL -/- Diante da importância da história da filosofia, a questão que se coloca é a de definir o foco para abordá-la, ou seja, se escolhemos tomar a história da filosofia como centro ou como referencial. -/- a) História da filosofia como centro -/- Definir o foco da didática de filosofia tendo como centro a história da filosofia não significa privilegiar a simples cronologia, mas descobrir o pensamento do filósofo pulsando nas relações com o mundo em que vivia. Pois o filósofo problematiza a realidade e cria conceitos para tentar compreendê-la. A sequência cronológica nos mostra como aquelas soluções foram retomadas pelos seguidores e contraditadas pelos que a elas se opuseram. E ainda é possível estabelecer ligações fecundas daquelas ideias com os problemas atuais. É bem verdade que não posso concluir haver uma "evolução", um "'progresso", como ocorre com o conhecimento científico, mas sim uma constante e atualizada problematização. -/- b) Foco temático como centro -/- A opção por privilegiar temas ou áreas de investigação filosófica oferece mais liberdade ao professor por se desprender da estrita cronologia. Isso não significa, porém, desprezar a história da filosofia, que permanece como referencial constante dos temas escolhidos. -/- Em ambas as perspectivas - história da filosofia ou filosofia temática -, é indispensável o contato com textos filosóficos ou, quando de outra natureza, lidos de maneira filosófica. O professor Franklin Leopoldo e Silva adverte sobre a importância dessas leituras: -/- Aqui, trata-se da difícil tarefa da leitura dos próprios textos filosóficos. Ninguém ignora as imensas dificuldades envolvidas nessas leituras, o mais das vezes áridas e de difícil compreensão, exigindo em muitas ocasiões um domínio razoável de terminologia específica. Apesar de tudo isso, não há como fugir à necessidade dessas leituras, se se quiser proporcionar ao aluno uma visão razoavelmente precisa do pensamento dos autores tratados e dos diferentes estilos de reflexão, coisas que só de forma um tanto abstrata são apreendidas através da leitura de manuais de história da filosofia. Cabe ao professor recortar textos de maneira a proporcionar uma compreensão mínima do assunto tratado, balanceando este recorte com os critérios da viabilidade didática e da importância estratégica dos textos (1986, p. 161-162). -/- c) Problemas filosóficos -/- Inspiradas no pensamento do alemão Friedrich Nietzsche e do contemporâneo Gilles Deleuze, existem propostas de uma didática do ensino de filosofia com base na concepção de que a filosofia é a atividade de criação de conceitos. Como os conceitos resultam de problemas, conclui-se que o foco das aulas estaria em criar condições para diversas etapas de trabalho visando problemáticas filosóficas que tenham significação existencial para os estudantes. Desse modo, os educandos aprenderiam por si mesmos a exercitar a criação de conceitos. -/- Essa é a proposta defendida pelo professor Silvio Gallo. Embora as orientações anteriores possam levantar a questão da problematização filosófica e da busca do conceito, ele enfatiza procedimentos para valorizar a postura ativa do próprio estudante como condição para evitar o enciclopedismo do ensino tradicional. -/- Em muitos livros didáticos de filosofia para o ensino médio, os autores optam pela abordagem temática. É notório que eles observam que, coerentes com o que já foi dito, a história da filosofia permeia todos os capítulos de suas respectivas obras. A participação ativa do estudante acompanha o processo de ensino-aprendizagem o tempo todo, e não apenas no processo final de avaliação. De fato, ao longo dos capítulos encontram-se diversas propostas, seja nos boxes "Para refletir" e "Para saber mais", seja nas várias imagens comentadas, muitas delas levando a indagações. Quatro infográficos que trazem para a atualidade a discussão de conceitos filosóficos. -/- As sugestões não dispensam a criatividade do professor, que certamente saberá encontrar outros procedimentos para dinamizar sua aula e incentivar a participação dos estudantes. -/- 2. A DISCIPLINA INTELECTUAL -/- O termo disciplina tem vários significados. No entanto, o sentido que nos interessa é o de disciplina intelectual, como caminho para ler ou pensar melhor, o que pressupõe a descoberta pessoal de regras a serem seguidas para atingir os fins propostos. -/- Disciplina intelectual significa o esforço do espírito treinado para a atenção continuada, a concentração na leitura, a capacidade de ouvir o professor, o colega, o autor que "fala" por meio do texto que está sendo lido. Ter disciplina intelectual consiste em desenvolver a capacidade de compreensão do que ouvimos ou lemos antes de nos aventurarmos numa crítica. E, ao discordarmos, fazê-lo de maneira organizada e com base nos critérios adotados. Ser capaz de disciplina é também selecionar leituras, concatenando-as com experiências pessoais, a fim de expor suas reflexões oralmente ou por escrito. -/- Sabemos das dificuldades desse aprendizado. Muitos jovens não conseguem se deter por algum tempo na leitura, porque, pelo menos em um primeiro momento, a leitura consiste em uma atividade solitária em que o desafio do autocontrole depende do esforço de cada um para internalizar procedimentos livremente assumidos, sobretudo quando o interesse pela reflexão for criativamente estimulado. -/- -/- -/- REFERÊNCIAS BIBLIOGRÁFICAS -/- ARANHA, M. L. de A.; MARTINS, H. P. Filosofando: Introdução à Filosofia. 6ª ed. São Paulo: Moderna, 2016. -/- ASPIS, R. L.; GALLO, S. Ensinar filosofia: um livro para professores. São Paulo: Atta Mídia e Educação, 2009. -/- BECKER, F. A epistemologia do professor: o cotidiano na escola. 10. ed. Petrópolis: Vozes, 2002. -/- GALLO, S.; KOHAN, W. O. (Orgs.). Filosofia no ensino médio. Petrópolis: Vozes, 2000. -/- GALLO, S . Deleuze e a educação. 2. ed. Belo Horizonte: Autêntica, 2008. -/- _________. Metodologia do ensino de filosofia: uma didática para o ensino médio. Campinas: Papirus, 2012. -/- KOHAN, W. O. (Org.). Políticas do ensino de filosofia. Rio de Janeiro: DP6A, 2014. -/- SILVA, F. L. e. História da filosofia: centro ou referencial? In: NETO, H. N. (Org.) O ensino da filosofia no 2° grau. São Paulo: SEAP, Sofia, 1986. -/- NOVAES, J. L. C.; AZEVEDO, M. A. O. de (Orgs.). A filosofia e seu ensino: desafios emergentes. Porto Alegre: Sulina, 2010. -/- PIOVESAN, A. et al. (Orgs.). Filosofia e ensino em debate. Ijuí: Unijuí, 2002. -/- PORTA, M. A. G. A filosofia a partir de seus problemas: didática e metodologia do estudo filosófico. 3. ed. São Paulo: Loyola, 2007. -/- RODRIGO, L. M.. Filosofia em sala de aula: teoria e prática para o ensino médio. Campinas: Autores Associados, 2009. -/- Estimule a criatividade, respeite o direito autoral. -/- Emanuel Isaque Cordeiro da Silva © 2019. (shrink)

Sinema, genel olarak tüm sanat dalları, aynı anda hem bir sanat dalı ve politik-ekonomik bir kurumdur. Bir yanda elimizde hareketli imgeleri ışıkla selüloidden geçirerek ekrana yansıtan mecra film vardır. Tek tek filmler ise biçim ve içeriklerine göre birbirlerinden ayrılan ve analiz edilen münferit estetik objelerdir. Öte yanda ise film endüstrisi yer alır - filmleri planlayan, üreten, pazarlayan ve kitlelere izleten sanatsal, teknik ve ekonomik araçların oluşturduğu komplike ağ. Doğumundan bu yana sinemanın estetik ve politik açıları farklı formlarda birçok teorik analize (...) maruz kalmış, karşılığında bu analizler de çeşitli eleştirilerle irdelenmiştir. Bu metin bu analizlerin ve onlara yöneltilen eleştirilerin kısa bir incelemesini ve ardından film teorisine farklı bir yaklaşımın ana hatlarını sunacağım. Foucault ve Deleuze'ün fikirlerinden yola çıkan bu "anarşist" film teorisi, geçerli bir eleştirel metodoloji oluşturmanın yanısıra filmin özgürleştirici potansiyeline ışık tutmayı amaçlamaktadır. (shrink)

Here, I lay the foundations of a high-level ontology of particulars whose structuring principles differ radically from the 'continuant' vs. 'occurrent' distinction traditionally adopted in applied ontology. These principles are derived from a new analysis of the ontology of “occurring” or “happening” entities. Firstly, my analysis integrates recent work on the ontology of processes, which brings them closer to objects in their mode of existence and persistence by assimilating them to continuant particulars. Secondly, my analysis distinguishes clearly between processes and (...) events, in order to make the latter abstract objects of thought (alongside propositions). Lastly, I open my ontological inventory to properties and facts, the existence of which is commonly admitted. By giving specific roles to these primitives, the framework allows one to account for static and dynamic aspects of the physical world and for the way that subjects conceive its history: facts account for the life of substances (physical objects and processes), whereas events enable cognitive subjects to account for the life story of substances. (shrink)

In this essay, we aim to help clarify the nature of so-called 'occurrences' by attributing distinct modes of existence and persistence to processes and events. In doing so, we break with the perdurantism claimed by DOLCE’s authors and we distance ourselves from mereological analyzes like those recently conducted by Guarino to distinguish between 'processes' and 'episodes'. In line with the works of Stout and Galton, we first bring closer (physical) processes and objects in their way of enduring by proposing for (...) processes a notion of dynamic presence (contrasting with a static presence for objects). Then, on the events side, we attribute to them the status of abstract entities by identifying them with objects of thought (by individual and collective subjects), and this allows us to distinguish for themselves between existence and occurrence. We therefore identify them with psychological (or even social) endurants, which may contingently occur. (shrink)

Despite the ubiquity of inner speech in our mental lives, methods for objectively assessing inner speech capacities remain underdeveloped. The most common means of assessing inner speech is to present participants with tasks requiring them to silently judge whether two words rhyme. We developed a version of this task to assess the inner speech of a population of patients with aphasia and corresponding language production deficits. As expected, patients’ performance on the silent rhyming task was severely impaired relative to controls. (...) More surprisingly, however, patients’ performance on this task did not correlate with their performance on a variety of other standard tests of overt language abilities. In particular, patients who were generally unimpaired in their abilities to overtly name objects during confrontation naming tasks, and who could reliably judge when two words spoken to them rhymed, were still severely impaired (relative to controls) at completing the silent rhyme task. This seems to suggest that inner speech was more severely impaired in these patients than outer speech. However, these results should also cause us to critically reflect on the relation between inner speech and silent rhyme judgments more generally. (shrink)

In the exploratory study reported here, we tested the efficacy of an intervention designed to train teenagers with Möbius syndrome (MS) to increase the use of alternative communication strategies (e.g., gestures) to compensate for their lack of facial expressivity. Specifically, we expected the intervention to increase the level of rapport experienced in social interactions by our participants. In addition, we aimed to identify the mechanisms responsible for any such increase in rapport. In the study, five teenagers with MS interacted with (...) three naïve participants without MS before the intervention, and with three different naïve participants without MS after the intervention. Rapport was assessed by self-report and by behavioral coders who rated videos of the interactions. Individual non-verbal behavior was assessed via behavioral coders, whereas verbal behavior was automatically extracted from the sound files. Alignment was assessed using cross recurrence quantification analysis and mixed-effects models. The results showed that observer-coded rapport was greater after the intervention, whereas self-reported rapport did not change significantly. Observer-coded gesture and expressivity increased in participants with and without MS, whereas overall linguistic alignment decreased. Fidgeting and repetitiveness of verbal behavior also decreased in both groups. In sum, the intervention may impact non-verbal and verbal behavior in participants with and without MS, increasing rapport as well as overall gesturing, while decreasing alignment. (shrink)

Since its publication, the Psychopathic Personality Inventory and its revision (Lilien- feld & Andrews, 1996; Lilienfeld & Widows, 2005) have become increasingly popular such that it is now among the most frequently used self-report inventories for the assessment of psychopathy. The current meta-analysis examined the relations between the two PPI factors (factor 1: Fearless Dominance; factor 2: Self-Centered Impulsivity), as well as their relations with other validated measures of psychopathy, internalizing and externalizing forms of psychopathology, general personality traits, and antisocial (...) personality disorder symptoms. Across 61 samples reported in 49 publications, we found support for the convergent and criterion validity of both PPI factor 2 and the PPI total score. Much weaker validation was found for PPI factor 1, which manifested limited convergent validity and a pattern of correlations with central criterion variables that was inconsistent with many conceptualizations of psychopathy. (shrink)

It is sometimes argued that, given its detachment from our current most successful science, analytic metaphysics has no epistemic value because it contributes nothing to our knowledge of reality. Relatedly, it is also argued that metaphysics properly constrained by science can avoid that problem. In this paper we argue, however, that given the current understanding of the relation between science and metaphysics, metaphysics allegedly constrained by science suffers the same fate as its unconstrained sister; that is, what is currently thought (...) of as scientifically respectful metaphysics may end up also being without epistemic value. The core of our claim is that although much emphasis is put on the supposed difference between unconstrained analytic metaphysics, in opposition to scientifically constrained metaphysics, it is largely forgotten that no clear constraining relation of metaphysics by science is yet available. (shrink)

In this article, we advocate the use of “epistemic” ontologies, i.e., systems of categories representing our knowledge of the world, rather than the world directly. We first expose a metaphysical framework based on a dual mental and physical realism, which underpins the development of these epistemic ontologies. To this end, we refer to the theories of intentionality and representation established within the school of Franz Brentano at the turn of the 20th century and choose to rehabilitate the notion of a (...) ‘representation object’, as theorized by Kasimir Twardowski. We therefore propose that the categories of epistemic ontologies correspond to ‘general representation objects’. Secondly, we apply these proposals to the treatment of technical artefacts, material qualities of objects and events (notably as a continuation of our previous work on events). This leads us to sketch out a foundational epistemic ontology. (shrink)

Last year saw the 20th anniversary edition of JECP, and in the introduction to the philosophy section of that landmark edition, we posed the question: apart from ethics, what is the role of philosophy ‘at the bedside’? The purpose of this question was not to downplay the significance of ethics to clinical practice. Rather, we raised it as part of a broader argument to the effect that ethical questions – about what we should do in any given situation – are (...) embedded within whole understandings of the situation, inseparable from our beliefs about what is the case, what it is that we feel we can claim to know, as well as the meaning we ascribe to different aspects of the situation or to our perception of it. Philosophy concerns fundamental questions: it is a discipline requiring us to examine the underlying assumptions we bring with us to our thinking about practical problems. Traditional academic philosophers divide their discipline into distinct areas that typically include logic: questions about meaning, truth and validity; ontology: questions about the nature of reality, what exists; epistemology: concerning knowledge; and ethics: how we should live and practice, the nature of value. Any credible attempt to analyse clinical reasoning will require us to think carefully about these types of question and the relationships between them, as they influence our thinking about specific situations and problems. So, the answers to the question we posed, about the role of philosophy at the bedside, are numerous and diverse, and that diversity is illustrated in the contributions to this thematic edition. (shrink)

Throughout the biological and biomedical sciences there is a growing need for, prescriptive ‘minimum information’ (MI) checklists specifying the key information to include when reporting experimental results are beginning to find favor with experimentalists, analysts, publishers and funders alike. Such checklists aim to ensure that methods, data, analyses and results are described to a level sufficient to support the unambiguous interpretation, sophisticated search, reanalysis and experimental corroboration and reuse of data sets, facilitating the extraction of maximum value from data sets (...) them. However, such ‘minimum information’ MI checklists are usually developed independently by groups working within representatives of particular biologically- or technologically-delineated domains. Consequently, an overview of the full range of checklists can be difficult to establish without intensive searching, and even tracking thetheir individual evolution of single checklists may be a non-trivial exercise. Checklists are also inevitably partially redundant when measured one against another, and where they overlap is far from straightforward. Furthermore, conflicts in scope and arbitrary decisions on wording and sub-structuring make integration difficult. This presents inhibit their use in combination. Overall, these issues present significant difficulties for the users of checklists, especially those in areas such as systems biology, who routinely combine information from multiple biological domains and technology platforms. To address all of the above, we present MIBBI (Minimum Information for Biological and Biomedical Investigations); a web-based communal resource for such checklists, designed to act as a ‘one-stop shop’ for those exploring the range of extant checklist projects, and to foster collaborative, integrative development and ultimately promote gradual integration of checklists. (shrink)

Movement sonification can improve motor control in both healthy subjects (e.g., learning or refining a sport skill) and those with sensorimotor deficits (e.g., stroke patients and deafferented individuals). It is not known whether improved motor control and learning from movement sonification are driven by feedback-based real-time (“online”) trajectory adjustments, adjustments to internal models over multiple trials, or both. We searched for evidence of online trajectory adjustments (muscle twitches) in response to movement sonification feedback by comparing the kinematics and error of (...) reaches made with online (i.e., real-time) and terminal sonification feedback. We found that reaches made with online feedback were significantly more jerky than reaches made with terminal feedback, indicating increased muscle twitching (i.e., online trajectory adjustment). Using a between-subject design, we found that online feedback was associated with improved motor learning of a reach path and target over terminal feedback; however, using a within-subjects design, we found that switching participants who had learned with online sonification feedback to terminal feedback was associated with a decrease in error. Thus, our results suggest that, with our task and sonification, movement sonification leads to online trajectory adjustments which improve internal models over multiple trials, but which themselves are not helpful online corrections. (shrink)

This chapter argues that the general philosophy of science should learn metaphilosophical lessons from the case of metaphysical underdetermination, as it occurs in non-relativistic quantum mechanics. Section presents the traditional discussion of metaphysical underdetermination regarding the individuality and non-individuality of quantum particles. Section discusses three reactions to it found in the literature: eliminativism about individuality; conservatism about individuality; eliminativism about objects. Section wraps it all up with metametaphysical considerations regarding the epistemology of metaphysics of science.

Aristotle's conception of being is dynamic. He believes that a thing is most itself when engaged in its proper activities, governed by its nature. This paper explores this idea by focusing on Metaphysics , a text that continues the investigation of substantial being initiated inMetaphysics Z. Q.1 claims that there are two potentiality-actuality distinctions, one concerned with potentiality in the strict sense, which is involved in change, the other concerned with potentiality in another sense, which he says is more useful (...) for the present project. His present project is the investigation of substantial being, and the relevant potentiality is the potentiality for activity, the full manifestation of what a thing is. I explore Aristotle's two potentiality-actuality distinctions AND argue that the second distinction is modeled on the first, with one crucial modification. Whereas a change is brought about by something other than the object or by the object itself considered as other (as when a doctor cures himself), an activity is brought about byte object itself considered as itself. This single modification yields an important difference: whereas a change leads to a state other than the one an object was previously in, an activity maintains or develops what an object already is. (shrink)

This paper presents and critically discusses the “logos approach to quantum mechanics” from the point of view of the current debates concerning the relation between metaphysics and science. Due to its alleged direct connection with quantum formalism, the logos approach presents itself as a better alternative for understanding quantum mechanics than other available views. However, we present metaphysical and methodological difficulties that seem to clearly point to a different conclusion: the logos approach is on an epistemic equal footing among alternative (...) realist approaches to quantum mechanics. (shrink)

Perhaps the question “What is philosophy?” can only be posed late in life, when old age has come, and with it the time to speak in concrete terms. It is a question one poses when one no longer has anything to ask for, but its consequences can be considerable. One was asking the question before, one never ceased asking it, but it was too artificial, too abstract; one expounded and dominated the question, more than being grabbed by it. There are (...) cases in which old age bestows not an eternal youth, but on the contrary a sovereign freedom, a pure necessity where one enjoys a moment of grace between life and death, and where all the parts of the machine combine to dispatch into the future a trait that traverses the ages: Turner, Monet, Matisse. The elderly Turner acquired or conquered the right to lead painting down a deserted path from which there was no return, and that was no longer distinguishable from a final question. In the same way, in philosophy, Kant’s Critique of Judgment is a work of old age, a wild work from which descendants will never cease to flow.We cannot lay claim to such a status. The time has simply come for us to ask what philosophy is. And we have never ceased to do this in the past, and we already had the response, which has not varied: philosophy is the art of forming, inventing, and fabricating concepts. But it was not only necessary for the response to take note of the question; it also had to determine a time, an occasion, the circumstances, the landscapes and personae, the conditions and unknowns of the question. One had to be able to pose the question “between friends” as a confidence or a trust, or else, faced with an enemy, as a challenge, and at the same time one had to reach that moment, between dog and wolf, when one mistrusts even the friend. Gilles Deleuze was professor of philosophy at the University of Paris VIII, Vincennes-St.-Denis, until his retirement in 1987. Among his books translated into English are the two-volume Capitalism and Schizophrenia , the two-volume Cinema , The Logic of Sense , and Expressionism in Philosophy: Spinoza . Daniel W. Smith is a doctoral candidate in philosophy at the University of Chicago. He is at work on a study of the philosophy of Deleuze, and is translating Deleuze’s Francis Bacon: Logique de la sensation. Arnold I. Davidson, executive editor of Critical Inquiry, teaches philosophy at the University of Chicago and is currently Marta Sutton Weeks Fellow at the Stanford Humanities Center. (shrink)

In this open peer commentary, we categorize the possible “neuroscience in national security” definitions of misuse of science and identify which, if any, are uniquely presented by advances in neuroscience. To define misuse, we first define what we would consider appropriate use: the application of reasonably safe and effective technology, based on valid and reliable scientific research, to serve a legitimate end. This definition presents distinct opportunities for assessing misuse: misuse is the application of invalid or unreliable science, or is (...) the use of reliable scientific methods to serve illegitimate ends. Ultimately, we conclude that while national security is often a politicized issue, assessing the state of scientific progress should not be. (shrink)

This article presents a formal ontology which accounts for the general nature of artefacts. The objective is to help structure application ontologies in areas where specific artefacts are present - in other words, virtually any area of activity. The conceptualization relies on recent philosophical and psychological research on artefacts, having resulted in a largely consensual theoretical basis. Furthermore, this ontology of artefacts extends the foundational DOLCE ontology and supplements its axiomatization. The conceptual primitives are as follows: artificial entity, intentional production (...) of entities, (state of) capacity, capacity to play a role in actions of a given type, function and functional object. These primitives enable artefacts in general to be characterized as intentionally and successfully produced entities, and isolate an important subclass of “technical” artefacts to which a function is ascribed. Lastly, we emphasize the novelty of this ontology by comparing it with other works with similar objectives. (shrink)

This study aimed to understand the preserved elements of self-identity in persons with moderate to severe dementia attributable to Alzheimer’s disease. A semi-structured interview was developed to explore the narrative self among residents with dementia in a residential care facility and residents without dementia in an independent living setting. The interviews were transcribed verbatim from audio recordings and analyzed for common themes, while being sensitive to possible differences between the groups. The participants with dementia showed evidence of self-reference even though (...) losses in explicit memory were evident. The most noticeable difference between the two groups was time frame reference. Nonetheless, all participants showed understanding of their role in relationships and exhibited concrete preferences. Our findings suggest that memory loss and other cognitive deficits associated with moderate to severe dementia do not necessarily lead to a loss of “self.”. (shrink)

Psychopathy refers to a range of complex behaviors and personality traits, including callousness and antisocial behavior, typically studied in criminal populations. Recent studies have used self-reports to examine psychopathic traits among noncriminal samples. The goal of the current study was to examine the underlying factor structure of the Self-Report of Psychopathy Scale–Short Form (SRP-SF) across complementary samples and examine the impact of gender on factor structure. We examined the structure of the SRP-SF among 2,554 young adults from three undergraduate samples (...) and a high-risk young adult sample. Using confirmatory factor analysis, a four-correlated factor model and a four-bifactor model showed good fit to the data. Evidence of weak invariance was found for both models across gender. These findings highlight that the SRP-SF is a useful measure of low-level psychopathic traits in noncriminal samples, although the underlying factor structure may not fully translate across men and women. (shrink)

According to proponents of the extended mind, bio-external resources, such as a notebook or a smartphone, are candidate parts of the cognitive and mental machinery that realises cognitive states and processes. The present chapter discusses three areas of ethical concern associated with the extended mind, namely mental privacy, mental manipulation, and agency. We also examine the ethics of the extended mind from the standpoint of three general normative frameworks, namely, consequentialism, deontology, and virtue ethics.

Context — Children and adults with psychopathic traits and conduct or oppositional defiant disorder demonstrate poor decision making and are impaired in reversal learning. However, the neural basis of this impairment has not previously been investigated. Furthermore, despite high comorbidity of psychopathic traits and attention deficit/hyperactivity disorder, to our knowledge, no research has attempted to distinguish neural correlates of childhood psychopathic traits and attention-deficit/hyperactivity disorder. Objective—To determine the neural regions that underlie the reversal learning impairments in children with psychopathic traits (...) plus conduct or oppositional defiant disorder. Design — Case-control study. Setting — Government clinical research institute. Participants — Forty-two adolescents aged 10 to 17 years: 14 with psychopathic traits and oppositional defiant disorder or conduct disorder, 14 with attention-deficit/hyperactivity disorder only, and 14 healthy controls. Main Outcome Measure — Blood oxygenation level–dependent signal as measured via functional magnetic resonance imaging during a probabilistic reversal task. Results — Children with psychopathic traits showed abnormal responses within the ventromedial prefrontal cortex (Brodmann area 10) during punished reversal errors compared with children wit hattention deficit/hyperactivity disorder and healthy children (P < .05 corrected for multiple comparisons). Conclusions — To our knowledge, this study provides the first evidence of abnormal ventromedial prefrontal cortex responsiveness in children with psychopathic traits and demonstrates this dysfunction was not attributable to comorbid attention-deficit/hyperactivity disorder. These findings suggest that reversal learning impairments in patients with developmental psychopathic traits relate to abnormal processing of reinforcement information. (shrink)

This study examined the relationship between psychopathy and two components of empathy including a cognitive component (e.g., perspective-taking ability) and an affective component (e.g., compassion) in a community sample. The Psychopathic Personality Inventory Short Form was used to assess psychopathy and several psychological measures were used to test empathy including the Interpersonal Reactivity Index, the Diagnostic Analysis of Nonverbal Accuracy-2, and the Test of Self Conscious Affect -3. Across instruments, psychopathy (as a unitary construct) appeared to be negligibly correlated with (...) perspective-taking scales and negatively correlated with the affective components of empathy. Findings indicated that the emotional deficits were noted most prominently for the behavioral component of psychopathy. Results also showed that higher psychopathy scores in community participants were linked to higher levels of antisocial conduct. (shrink)

Traditionally, being a realist about something means believing in the independent existence of that something. In this line of thought, a scientific realist is someone who believes in the objective existence of the entities postulated by our best scientific theories. In metaphysical terms, what does that mean? In ontological terms, i.e., in terms of what exists, scientific realism can be understood as involving the adoption of a scientifically informed ontology. But according to some philosophers, a realistic attitude must go beyond (...) ontology. The way in which this requirement has been understood involves providing a metaphysics for the entities postulated by science, that is, answering questions about the nature of what ontology admits to exist. We discuss how two fashionable approaches face the challenge of providing a metaphysics for science: a form of naturalism and the Viking/Toolbox approach. Finally, we present a third way, which adopts the best of both approaches: the meta-Popperian method, which focuses on discarding the wrong alternatives, or better saying, the metaphysical profiles incompatible with certain theories. We present the meta-Popperian method, a metametaphysical method capable of objectively assessing which metaphysical profiles are incompatible with certain scientific theories. For this, we will use quantum mechanics as a case study, presenting some previously obtained results. As our focus is on methodological questions about the relationship between metaphysics and science; with this method, we can see how science can be used to avoid error in metaphysical issues. In our opinion, this would be a way to develop a productive relationship between science and metaphysics. (shrink)

If the allusive stratagems can claim to define a new type of systematicity, it is because they give access to a space where the singularity, the diagram and the metaphor may interlace, to penetrate further into the physico-mathematic intuition and the discipline of the gestures which precede and accompany ‘formalisation’. This interlacing is an operation where each component backs up the others: without the diagram, the metaphor would only be a short-lived fulguration because it would be unable to operate: without (...) the metaphor, the diagram would only be a frozen icon, unable to jump over its bold features which represent the images of an already acquired knowledge; without the subversion of the functional by the singular, nothing would come to oppose the force of habit. (shrink)

In real-time, Twitter strongly imprints world events, popular culture, and the day-to-day; Twitter records an ever growing compendium of language use and change; and Twitter has been shown to enable certain kinds of prediction. Vitally, and absent from many standard corpora such as books and news archives, Twitter also encodes popularity and spreading through retweets. Here, we describe Storywrangler, an ongoing, day-scale curation of over 100 billion tweets containing around 1 trillion 1-grams from 2008 to 2020. For each day, we (...) break tweets into 1-, 2-, and 3-grams across 150+ languages, record usage frequencies, and generate Zipf distributions. We make the data set available through an interactive time series viewer, and as downloadable time series and daily distributions. We showcase a few examples of the many possible avenues of study we aim to enable including how social amplification can be visualized through ‘contagiograms’. (shrink)

Vaccination complacency occurs when perceived risks of vaccine-preventable diseases are sufficiently low so that vaccination is no longer perceived as a necessary precaution. Disease outbreaks can once again increase perceptions of risk, thereby decrease vaccine complacency, and in turn decrease vaccine hesitancy. It is not well understood, however, how change in perceived risk translates into change in vaccine hesitancy. -/- We advance the concept of vaccine propensity, which relates a change in willingness to vaccinate with a change in perceived risk (...) of infection—holding fixed other considerations such as vaccine confidence and convenience. (shrink)

The article addresses the treatment given to the notion of subject in Slavoj Žižek and Robert Kurz. Without aiming at a synthesis between the two radically opposed positions, they are played against one another in order to reveal the unidimensional stances and false steps in the field of the constitution of the struggle for a concrete negation of capitalist society.

ABSTRACT Traditionally, being a realist about something means believing in the independent existence of that something. In this line of thought, a scientific realist is someone who believes in the objective existence of the entities postulated by our best scientific theories. In metaphysical terms, what does that mean? In ontological terms, i.e., in terms of what exists, scientific realism can be understood as involving the adoption of a scientifically informed ontology. But according to some philosophers, a realistic attitude must go (...) beyond ontology. The way in which this requirement has been understood involves providing a metaphysics for the entities postulated by science, that is, answering questions about the nature of what ontology admits to exist. We discuss how two fashionable approaches face the challenge of providing a metaphysics for science: a form of naturalism and the Viking/Toolbox approach. Finally, we present a third way, which adopts the best of both approaches: the meta-Popperian method, which focuses on discarding the wrong alternatives, or better saying, the metaphysical profiles incompatible with certain theories. We present the meta-Popperian method, a metametaphysical method capable of objectively assessing which metaphysical profiles are incompatible with certain scientific theories. For this, we will use quantum mechanics as a case study, presenting some previously obtained results. As our focus is on methodological questions about the relationship between metaphysics and science; with this method, we can see how science can be used to avoid error in metaphysical issues. In our opinion, this would be a way to develop a productive relationship between science and metaphysics. (shrink)

Achieving space situational awareness requires, at a minimum, the identification, characterization, and tracking of space objects. Leveraging the resultant space object data for purposes such as hostile threat assessment, object identification, and conjunction assessment presents major challenges. This is in part because in characterizing space objects we reference a variety of identifiers, components, subsystems, capabilities, vulnerabilities, origins, missions, orbital elements, patterns of life, operational processes, operational statuses, and so forth, which tend to be defined in highly heterogeneous and sometimes inconsistent (...) ways. The Space Domain Ontologies are designed to provide a consensus-based realist framework for formulating such characterizations in a way that is both consistent and computable. Space object data are aligned with classes and relations in a suite of ontologies built around the existing Space Object Ontology. They are stored in a dynamically updated Resource Description Framework triple store, which can be queried to support space situational awareness and the needs of spacecraft operators and analysts. This paper provides an overview of the Space Domain Ontologies and their development and use. It presents the motivation for and advantages of the Space Domain Ontologies, including the benefits they provide for enhancing and maintaining long-term space situational awareness. (shrink)

Existing research has shown that norm violations influence causal judgments, and a number of different models have been developed to explain these effects. One such model, the necessity/sufficiency model, predicts an interac- tion pattern in people’s judgments. Specifically, it predicts that when people are judging the degree to which a particular factor is a cause, there should be an interaction between (a) the degree to which that factor violates a norm and (b) the degree to which another factor in the (...) situation violates norms. A study of moral norms (N = 1000) and norms of proper functioning (N = 3000) revealed robust evidence for the predicted interaction effect. The implications of these patterns for existing theories of causal judgments is discussed. (shrink)

Until recently, psychologists have conceptualised and studied trust in God (TIG) largely in isolation from contemporary work in theology, philosophy, history, and biblical studies that has examined the topic with increasing clarity. In this article, we first review the primary ways that psychologists have conceptualised and measured TIG. Then, we draw on conceptualizations of TIG outside the psychology of religion to provide a conceptual map for how TIG might be related to theorised predictors and outcomes. Finally, we provide a research (...) agenda for future empirical work in this area, as well as practical applications for counsellors and religious leaders. (shrink)

Interactions are important in establishing deep and meaningful learning experiences for learners in a distance education setup. Of all the activities in an online classroom, the discussion forum proved to be the one that had the most interactions. A discussion forum lets learners interact with the content, peers, and teachers. Participation in these learning activities is one important factor. The more the learners participate, the more they learn. This paper uses the researcher’s experience in determining what participation is in an (...) online learning experience. After reviewing the experience, participation in a discussion forum is defined as a self-induced connection to the learning community to receive and share knowledge to bring a deeper understanding of a certain theory or phenomenon.” There are conditions for a behavior or action that can be considered participation. The more conditions the behavior met, the higher the level of participation it led. The conditions are the learner analyzes an abstract theory or concept and relates it to practice or experience; the learner views other people’s perspectives regarding the subject and synthesizes a stronger and deeper understanding of the acquired knowledge; the learner communicates the acquired understanding of a certain subject that induces a validation or further inquiry; lastly, the learner constructed a train of premeditated discourse that leads to the understanding of a certain subject. (shrink)

The translational research community, in general, and the Clinical and Translational Science Awards (CTSA) community, in particular, share the vision of repurposing EHRs for research that will improve the quality of clinical practice. Many members of these communities are also aware that electronic health records (EHRs) suffer limitations of data becoming poorly structured, biased, and unusable out of original context. This creates obstacles to the continuity of care, utility, quality improvement, and translational research. Analogous limitations to sharing objective data in (...) other areas of the natural sciences have been successfully overcome by developing and using common ontologies. This White Paper presents the authors’ rationale for the use of ontologies with computable semantics for the improvement of clinical data quality and EHR usability formulated for researchers with a stake in clinical and translational science and who are advocates for the use of information technology in medicine but at the same time are concerned by current major shortfalls. This White Paper outlines pitfalls, opportunities, and solutions and recommends increased investment in research and development of ontologies with computable semantics for a new generation of EHRs. (shrink)

IPCC SPECIAL REPORT ON CLIMATE CHANGE AND LAND (SRCCL) -/- Chapter 3: Climate Change and Land: An IPCC special report on climate change, desertification, land degradation, sustainable land management, food security, and greenhouse gas fluxes in terrestrial ecosystems.

A longish (12 page) discussion of Richard Sorabji's excellent book, with a further discussion of what it means for a theory of emotions to be a cognitive theory.

Moral judgments about an action are influenced by the action’s intentionality. The reverse is also true: judgments of intentionality can be influenced by an action’s moral valence. For example, respondents judge a harmful side-effect of an intended outcome to be more intentional than a helpful side-effect. Debate continues regarding the mechanisms underlying this “side-effect effect” and the conditions under which it will persist. The research behind this chapter tested whether the side-effect effect is intact in adolescents with psychopathic traits, who (...) are characterized by persistent immoral behavior, deficient moral emotions, and impairments in some forms of moral judgment. Results showed no differences between healthy adolescents and those with psychopathic traits: both groups judged harmful side-effects to be more intentional than helpful side-effects by an approximately 2:1 ratio. The chapter discusses these results in light of hypothesized mechanisms underlying the side-effect effect, and in light of our current understanding of moral reasoning deficits in psychopathy. (shrink)

XENOLOGY AND XENOTOPOGRAPHY OF BERNHARD WALDENFELS The paper strives to adapt Bernhard Waldenfels’ xenology and so called ‘xenotopography’ for the philosophico-literary studies in fantastic world-building with a special concern of the ‘portal-quest’ model of fantasy and SF. Following Waldenfel’s remarks on the nature of post- Husserlian diastasis of our world [Heimwelt] and otherworld [Fremdwelt] and acknowledging the consequences of allocating one’s attitude towards the otherness in the symbolical borderland [‘sphere of intermonde’] in between, it is examined whether such a model (...) can occur in the fantastic literature and what may be the consequence of xenotopographic reconsideration of its basic ontological premises. Additionally, the article offers an original xenotopograpfic model of worldbuilding which addresses three carefully chosen case studies of fantastic worlds from Orson Scott Card’s Ender’s Game tetralogy, Neil Gaiman’s Stardust and George R. R. Martin’s The Song of Ice and Fire. In the end, it is suggested that hitherto presented xenotopography gravely inspired a postmodern shift in the genres of fantasy and SF which results in more ethically conscious representations of the otherness and even more concise and alien comprehensive world-building. (shrink)

David Benatar argues that coming into existence is always a harm, and that – for all of us unfortunate enough to have come into existence – it would be better had we never come to be. We contend that if one accepts Benatar’s arguments for the asymmetry between the presence and absence of pleasure and pain, and the poor quality of life, one must also accept that suicide is preferable to continued existence, and that his view therefore implies both anti-natalism (...) and pro-mortalism . This conclusion has been argued for before by Elizabeth Harman – she takes it that because Benatar claims that our lives are ‘awful’, it follows that ‘we would be better off to kill ourselves’ (Harman 2009: 784). Though we agree with Harman’s conclusion, we think that her argument is too quick, and that Benatar’s arguments for non-pro-mortalism deserve more serious consideration than she gives them. We make our case using a tripartite structure. We start by examining the prima facie case for the claim that pro-mortalism follows from Benatar’s position, presenting his response to the contrary, and furthering the dialectic by showing that Benatar’s position is not just that coming into existence is a harm, but that existence itself is a harm. We then look to Benatar’s treatment of the Epicurean line, which is important for him as it undermines his anti-death argument for non-pro-mortalism. We demonstrate that he fails to address the concern that the Epicurean line raises, and that he cannot therefore use the harm of death as an argument for non-pro-mortalism. Finally, we turn to Benatar’s pro-life argument for non-pro-mortalism, built upon his notion of interests, and argue that while the interest in continued existence may indeed have moral relevance, it is almost always irrational. Given that neither Benatar’s anti-death nor pro-life arguments for non-pro-mortalism work, we conclude that pro-mortalism follows from his anti-natalism, As such, if it is better never to have been, then it is better no longer to be. -/- . (shrink)

Michael B. Gill’s A Philosophy of Beauty: Shaftesbury on Nature, Virtue, and Art focuses on Shaftesbury’s thinking about nature, religion, morality, and art. This beautifully and engagingly written book is insightful for scholars and general readers alike, and invites readers to explore the philosophical issues that arise from Shaftesbury’s philosophy. Gill not only shows how Shaftesbury’s ideas were revolutionary at the turn of the eighteenth century but also how they remain relevant today. Shaftesbury’s major work, Characteristicks of Men, (...) Manners, Opinions, Times, was one of the most influential books published during the first half of the eighteenth century. According to Gill, “[i]t played a momentous role in turning European thought away from the negative and toward the positive—in nature, religion, morality, and art” (1). Although Characteristicks serves as a major source, Gill also engages with numerous other published and unpublished writings by Shaftesbury. A Philosophy of Beauty is divided into five chapters which focus respectively on nature and God, virtue, art, painting, and writing. (shrink)

Abstract: Colombia's armed conflict, one of the longest in the world, requires a special approach to transitional justice strategies. Institutionalized practices customs. Approach it from a perspective that, with the legislative and judicial actions, give rise to political-educational and ethical-cultural actions is key. Recognition and legitimacy are complementary. With Carlos S. Nino, we see the law as a collective action in time.

This paper presents a preliminary analysis of the first participatory budgeting experiment in the United States, in Chicago's 49th Ward. There are two avenues of inquiry: First, does participatory budgeting result in different budgetary priorities than standard practices? Second, do projects meet normative social justice outcomes? It is clear that allowing citizens to determine municipal budget projects results in very different outcomes than standard procedures. Importantly, citizens in the 49th Ward consistently choose projects that the research literature classifies as low (...) priority. The results are mixed, however, when it comes to social justice outcomes. While there is no clear pattern in which projects are located only in affluent sections of the ward, there is evidence of geographic clustering. Select areas are awarded projects like community gardens, dog parks, and playgrounds, while others are limited to street resurfacing, sidewalk repairs, bike racks, and bike lanes. Based on our findings, we offer suggestions for future programmatic changes. (shrink)