This paper’s aim is to establish an explanation for the separation of Northern minds, by examining the influence of a variety of factors on the shaping of people’s sense of identity at the time. Near the end of the 16th century the Groningers had proven to be a people with a mind of their own—impetuous, unruly and, in the end, unwilling to join the Republic in its efforts to liberate itself from its oppressive Spanish overlord. One by one the Dutch (...) cities had joined the revolution, but the city of Groningen refused. The ‘Ommelanden’—the city’s surrounding territory—however, did not—laying bare a critical disagreement between two ‘classes’: the Saxon city elite and the predominantly Frisian countryside nobles (Dutch plural: landjonkers/jonkheren). (shrink)

This article argues that Brentano’s classification of mental phenomena is best understood against the background of the theories of natural classification held by Auguste Comte and John Stuart Mill. Section 1 offers a reconstruction of Brentano’s two-premise argument for his tripartite classification. Section 2 gives a brief overview of the reception and historical background of the classification project. Section 3 addresses the question as to why a classification of mental phenomena is needed at all and traces the answer back to (...) Mill’s view that psychological laws are class-specific. Section 4 and 5 connect the second premise of Brentano’s argument to Comte’s principle of comparative likeness and Mill’s insistance that class membership is determined by the possession of common characteristics. And section 6 briefly discusses the evidence Brentano provides for the first premise. (shrink)

The question of what truths are necessary in the broadest possible sense is a difficult one to answer, as is the question of what the limits are to what is possible. (Most people would see these two questions as different sides of the same coin, of course, since many think the question of what is possible is just the question of what is not necessarily ruled out). We have three general sorts of strategies for determining whether something is necessary (or (...) possible). We can identify it in a class that we were previously sure was a class of things that are necessary – we might show it is a theorem of a logical system that we have confidence in, or that the sentence appears to be true simply in virtue of the meanings of the words, or that it is a true statement involving names or about natural kinds of the “necessary a posteriori” sort discussed by Kripke and Putnam, and there are perhaps other classes of claims which we are prepared to accept are necessary if true.1 Likewise, we might establish the possibility of something occurring by reference to a class of well-established or uncontroversial possibilities: e.g. we are inclined to think that it is possible (in the broadest sense) for an event to occur in the future if one of the same kind has occurred in the past. (shrink)

This study analyzed the behavioral characteristics of ICT users among postgraduate students leveraging the Latent Class Analysis (LCA). The study, anchored on the Planned Behavior Theory, followed the exploratory research design. It adopted the cluster random sampling technique in selecting 1,023 respondents from a population of 2,923 postgraduate students in four federal universities in South-South Nigeria. “Behavioural Characteristics and Job Creation Questionnaire (BCJCQ),” developed by the researchers, was used for data collection. Upon data collection and LCA analysis, the five- (...) class='Hi'>class solution was accepted as the best-fitting model, based on statistical fit indicators (such as AIC, BIC, entropy, Gsq, and Chsq) and theoretical grounds. Consequently, five classes of behavioral ICT users were identified and named based on their item–response probability, conditional on class. The five classes were named Trendy, Outmoded, Pragmatic, Disciplined, and Social users of ICT, with their unique characteristics discussed. The study tested for job creation differences among the classes using a one-way ANOVA and found a significant difference. On average, pragmatic users of ICT created more jobs than social, disciplined, and outmoded users. Trendy users were, on average, the minor job-creating class of ICT users. The study compared the bivariate differences in job creation among the classes using the Tukey HSD test of multiple pairwise comparisons. Based on the results obtained, discussions were made with implications for further research in the evolving area of LCA. (shrink)

European Journal of Philosophy, Volume 30, Issue 1, Page 307-325, March 2022.

WEBARTIGOS -/- KARL MARX: TRABALHO E CLASSES SOCIAIS Publicado em 12 de June de 2019 por Emanuel Isaque cordeiro da silva -/- KARL MARX: TRABALHO E CLASSES SOCIAIS(1) -/- KARL MARX: WORK AND SOCIAL CLASSES -/- Alana Thaís Mayza da Silva - CAP-UFPE(2) Eduarda Carvalho da Silva Fontain - CAP-UFPE(3) Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE(4) -/- Dentro do mundo marxista, como para a Sociologia, a fundamental e principal obra de Karl Marx foi O capital (1867 (...) o primeiro volume e os demais volumes -2- foram publicados pós-morte de Marx, em 1883). Karl Marx é considerado um dos maiores pensadores da Economia, da Sociologia e da Filosofia de seu tempo até os dias atuais. Seus estudos centraram-se na devassa dos nexos de força entre os sujeitos. Para Marx, a principal questão para a elucidação das metamorfoses sociais é o nexo conflituoso entre forças sociais, isto é, entre esferas sociais divergentes entre si e com interesses completamente contrários. -/- Nessa perspectiva, Marx explana: -/- A história de toda a sociedade até aqui é a história de lutas de classes. [Homem] livre e escravo, patrício e plebeu, barão e servo [Leibeigener], burgueses de corporação [Zunftbürger] e oficial, em suma, opressores e oprimidos, estiveram em constante oposição uns aos outros, travaram uma luta ininterrupta, ora oculta ora aberta, uma luta que de cada vez acabou por uma reconfiguração revolucionária de toda a sociedade ou pelo declínio comum das classes em luta. [...] A moderna sociedade burguesa, saída do declínio da sociedade feudal, não aboliu as oposições de classes. Apenas pôs novas classes, novas condições de opressão, novas configurações de luta, no lugar das antigas. A nossa época a época da burguesia, distingue-se, contudo, por ter simplificado as oposições de classes. A sociedade toda cinde-se, cada vez mais, em dois grandes campos inimigos, em duas grandes classes que diretamente se enfrentam: burguesia e proletariado. (MARX e ENGELS, 1988).(5) -/- A alegação principal de Marx é a de que os corpos sociais se fracionam em esferas ou classes sociais. Esse fracionamento é consequência de um processo histórico de embates em que uma das esferas/classes torna-se hegemônica e imperante e acaba subjugando os interesses das demais classes. No capitalismo, o filósofo observa que a chamada burguesia(6), tornou-se hegemônica e imperante em todo os países industrializados. A burguesia, primeiramente venceu a nobreza e a hegemonia do feudalismo, o sistema que imperava na Europa até a Revolução Francesa e, posteriormente, instaura um novo tipo de sodalismo(7). A elite(8) ou a alta sociedade, ou ainda, os burgueses, passaram a designar e constituir as formas de governo, a cultura e a política, de acordo com seus interesses. Isso implica dizer que as regras sodalísticas, as leis instauradas mediante o diálogo social e os magistrados, as normas coercitivas ou não, os gostos e os arquétipos de consumo, de estruturação e conformação da economia, da ciência e da política passaram a ser estabelecidas e designadas pelos anseios e interesses da elite. Isto é, o corpo social capitalista em que subsistimos tem como primordial finalidade a reprodução da forma de vida da elite, alicerçada na formação do lucro e arquitetada na produção de mercadorias. Para demonstrar o feitio de vida da elite, é imprescindível que haja uma esfera que produza as mercadorias, cujo trabalho dessa classe produtora é explorado pelos capitalistas. Com efeito, ao passo em que se constitui historicamente uma classe de elite, também é formada uma esfera antagônica à burguesia, que nada mais é do que a classe dos trabalhadores, ou como Marx designa de proletariado(9). Diante do processo histórico de estruturação e organização do capitalismo, a elite que acabara de nascer já gozava da exploração do trabalho de pequenos produtores. Logo, ao passo da ascensão desse feitio de produção, a elite torna-se imperante e o coletivo de laboradores, antigos servos e agricultores, também ascende vigorosamente conformando-se em um feitio de proletariado industrial. Logo, as esferas sociais essenciais do corpo social capitalista são a elite de burgueses (a classe capitalista, que detém o poderio) e os laboradores ou o proletariado. -/- Não obstante, aparecem algumas indagações quanto ao dualismo burgueses e proletários, e uma das principais questões gira em torno do por que a classe laboral deixa ser explorada? E por que não há uma equidade econômica entre os sujeitos? Segundo o filósofo, ao longo da História, a esfera laboral foi desapoderada de seus meios de produção, isto é, de suas propriedades, de suas ferramentas e de seus locais de trabalho. A elite que se empoderou dos meios de produção dos trabalhadores, passaram a subjugar os trabalhadores a vender seu trabalho em troca de um salário.(10)(11) Com a desapropriação de suas posses e a oferta de empregos para subsistência, os trabalhadores são submetidos a oferecer seu labour-power(12) a determinado salário, a certas condições e jornadas de trabalho, a um ritmo ditado pelo burguês e, sobretudo, a uma certa demanda de produtividade. Com todas essas determinações da elite, a esfera laboral não tem escolha. Se o trabalhador quiser sobreviver nesse mundo capitalista, deve a todo momento vender seu labour-power a um capitalista, seja no meio comercial, seja no meio industrial, seja numa instituição de ensino particular ou até mesmo à campo, cortando cana-de-açúcar para uma usina produtora de álcool. A esfera capitalista (elite) tem como ponto motriz de sua imperância a reprodução e a exploração do trabalho. Para tanto, a produção industrial caba se tornando cada vez mais incrementada, tanto na esfera dos feitios de gerência quanto as novas tecnologias que são introduzidas para maximizar a produção e produtividade. Com efeito, surgem implicações como o por que é tão essencial a introdução de mais e mais tecnologias para desenvolver a produção de mercadorias? O filósofo entende que quanto mais o trabalhador é comedido, maior será sua produtividade, todavia menor será seu poder político no corpo social. Dessarte, a permuta do trabalhador por uma máquina é uma tendência do capitalista para obtenção maximizada de mercadorias, ascendendo a produtividade da atividade laboral. Vale salientar que com a máquina a produção ascende, mas também aumenta o controle do capitalista sobre os trabalhadores, uma vez que os mesmos, para não perder o emprego, terão que responder ao mesmo ritmo que as máquinas. Isto é, o patrão goza da máquina ou robô para aumentar a produtividade e para aumentar seu poder político sobre os trabalhadores. Ao submeter o trabalhador ao mesmo ritmo da máquina, ritmo esse que ele não comanda, o patrão subjuga a aumentar sua produtividade com relação ao seu trabalho para que o mesmo não venha a perder seu emprego. -/- Podemos sintetizar essa inquirição com uma frase de Giuseppe Tomasi di Lampedusa(13): "é preciso que tudo mude para que tudo se mantenha”. Isto quer dizer que é essencial desenvolver novas tecnologias para a produção e feitios de organização, fazendo com que: 1. Ascenda a produção e, com efeito, o lucro dos capitalistas também maximizem; 2. É importante também que aumente o controle e o poderio do patrão sobre a esfera laboral. Em vista disso, para Karl, a ascensão desenfreada do capitalismo é alicerçada mediante a exploração e imperância da classe trabalhadora pela esfera capitalista. Assim, as esferas sociais esbarram-se e as metamorfoses históricas e sociais se desenrolam. -/- Ante todo o supracitado texto, observemos que de um lado estão os proletários, que reivindicam seus direitos por intermédio de sindicatos, na busca por melhores salários e condições de trabalho. Em contrapartida, estão os burgueses ou os capitalistas, que visam somente a maximização de seus lucros. Logo, ante esse dualismo, existe um embate entre forças sociais completamente divergentes e opostas. Os capitalistas querem maximizar os lucros, e para isso empregam técnicas produtivas cada vez mais sofisticadas; a outra esfera, a dos trabalhadores, resiste, com o objetivo de manter e/ou ampliar suas condições materiais de sobrevivência na sociedade. Temos, assim, um corpo social alicerçado em relações divergentes, que inspiram embates políticos provindos da fragmentação social em classes. -/- Notas: -/- (1) In. AMORIM, H.; BARROS, C. R. de.; MACHADO, I. J. de R. Sociologia Hoje. 1ª. ed. São Paulo: Ática, 2013. 127-129. -/- (2) Estudante do Colégio de Aplicação da Universidade Federal de Pernambuco (2018-2020). Cursa Especialização em História Geral e do Brasil na Universidade Católica de Pernambuco. (3) Atualmente estuda o ensino médio no Colégio de Aplicação da Universidade Federal de Pernambuco (2018-2020). Cursa Inglês e Francês no Instituto Brasileiro de Línguas no Bairro Derby em Recife. Cursa ballet clássico na Escola de Ballet Marisa Queiroga. -/- (4) Bacharelando em Zootecnia pela Universidade Federal Rural de Pernambuco – UFRPE (2019-). Tecnólogo em Agropecuária pelo Instituto Federal de Pernambuco Campus Belo Jardim (2016-2018). Normalista (magistério) pela Escola Estadual Frei Cassiano Comacchio (2014-2017). Professor substituto e de reforço do Colégio de Aplicação da UFPE e do Colégio Santa Maria. Pesquisador assíduo de assuntos com cunho educacional, filosófico, político e social. Contatos: [email protected] / [email protected] e WhatsApp: (82)9.8143-8399. -/- (5) ENGELS, F.; MARX, K. Manifesto do Partido Comunista. Petrópolis: Vozes, 1988. p. 66-67. -/- (6) Para o professor Emanuel Isaque, por burguesia pode-se entender a camada ou classe social de Capitalistas modernos (ao tempo de Marx) ou contemporâneos, proprietários de indústrias ou quaisquer meios lucrativos e de produção social e que empregam por meio do trabalho assalariado, em que o indivíduo trabalha por horas semanais e ao fim do mês é lhe conferido um salário correspondente ao seu trabalho. -/- (7) Para o professor Emanuel Isaque, Sodalismo nada mais é do a doutrina relacionada à tudo que se conecta diretamente com a sociedade, à exemplo, vida sodalícia significa vida em sociedade. Nada mais é do que um simples sinônimo. -/- (8) O termo burguesia é trocado pelo termo elite para designar a classe social que detém o poder político, econômico, etc. -/- (9) Para o professor Emanuel Isaque, por proletariado pode-se entender a classe de trabalhadores assalariados modernos, aos quais não tendo meios próprios de produção nem de subsistência, são reduzidos a vender sua força de trabalho (labour-power) para que possam viver no corpo social capitalista. -/- (10) O professor Emanuel Isaque diz que é sumamente essencial lembrar e salientar que para o filósofo, o trabalho que enfrentamos cotidianamente tem como suma finalidade a geração de lucros para o capitalista. Toda a produção de uma indústria, à exemplo, é organizado de acordo com essa finalidade suprema. Todavia, os proletários ficam apenas com uma pequena parcela equivalente à produção. O resto é exatamente o lucro do capitalista proveniente do labour-power do trabalhador. -/- (11) Uma profícua ampliação do tema poderá ser encontrado em: MAIOR, J. L. S. Um conceito marxista de salário. Germinal: Marxismo e Educação em Debate, Salvador, v. 6, n. 2, p. 95-109, dez. 2014. -/- (12) Nota de Engels à edição inglesa do manifesto do Partido Comunista de 1888. -/- (13) Escritor italiano (1896-1957). -/- -/- SBS - Sociedade Brasileira de Sociologia PUCRS - PPG em Ciências Sociais Avenida Ipiranga, 6681 - Partenon CEP: 90619-900 - Porto Alegre, RS [email protected] -/- Quaisquer meios de reprodução do artigo é extremamente proibida. Os infratores estarão sujeitos à pena de três meses à um ano de prisão conforme artigo 184 do Código Penal e Lei 9.610/98. -/- Todos os direitos reservados para Emanuel Isaque Cordeiro da Silva. ©2019. (shrink)

In his dissertation, Wadge defined a notion of guessability on subsets of the Baire space and gave two characterizations of guessable sets. A set is guessable if and only if it is in the second ambiguous class, if and only if it is eventually annihilated by a certain remainder. We simplify this remainder and give a new proof of the latter equivalence. We then introduce a notion of guessing with an ordinal limit on how often one can change one’s (...) mind. We show that for every ordinal $\alpha$, a guessable set is annihilated by $\alpha$ applications of the simplified remainder if and only if it is guessable with fewer than $\alpha$ mind changes. We use guessability with fewer than $\alpha$ mind changes to give a semi-characterization of the Hausdorff difference hierarchy, and indicate how Wadge’s notion of guessability can be generalized to higher-order guessability, providing characterizations of ${\mathbf{\Delta}}^{0}_{\alpha}$ for all successor ordinals $\alpha\gt 1$. (shrink)

Culturally the Indians were always “one”. The Titular Mughal Emperor was there to serve as a thread of unity among the Indians. The British showed disrespect to the Emperor which offended the Indians in General and the Muslims in special. India possesses its own economic system mainly based on agriculture and small industry. The foreign rulers were sending Indian raw-materials to Britain for feeding their new born industries and thus were exploiting Indian resources. The “Doctrine of Lapse” or “Escheat” policy (...) destroyed the Indian Industries. Indian Artisans, craftsman etc. became jobless and the burden of farmland increased. Poverty grabbed seriously the people. The Indian soldiers were paid low-salaries (starting from Rs. 7 to the end of Rs. 9). Indian soldiers were ill-treated in Army by the English causing rise of discrimination in their mind. The number of Indians in Army was far larger than the British sepoys (ratio 6:1). Most of the Indian soldiers were belong to Brahmin and Thakurs of East-India. A general discontent existed among all the Indian soldiers. Such dis-satisfaction were intensified by the Lord Canning introduction of “General Service Act” which required by the sepoys to march anywhere of British Empire. It is obvious that Indian sepoys had natural love and respect their motherland and faith of their own religion. The introduction of Enfield rifle with the cartridges greased with the fat of cow and pig, obnoxious to both the Hindus and Muslims set the spark that enkindled the embers of discontent of the Indian sepoy stored in them for a long time. (shrink)

Classes in higher education often consist of both lecture and laboratory time for the subject of physics. An example of experience-based learning would be doing experiments in the classroom. Kolb's theory of experiential learning posits that learning is a process that involves the generation of knowledge via the accumulation of experience. However, due to the fact that doing experiments in a laboratory takes much more time and money than other methods of instruction, the usage of labs in the classroom has (...) become a contentious topic. The primary objective of this research was to report on the activities that students of physics participated in during their physics laboratory lessons. Interviews with four different individuals were conducted utilizing a semi-structured format. Giorgi's descriptive phenomenological method was used, and the findings revealed the following constituents: (1) the clarification, visualization, and retention of concepts; (2) the application of learnings acquired from the laboratory; (3) involvement, cooperation, and interaction; (4) laboratory manuals and equipment; and (5) challenges. Recommendations were formulated to improve the Physics laboratory. (shrink)

This is the text of a paper (along with appendixes) delivered at the 2019 annual meeting of the Minnesota Philosophical Society on Oct 26 in Cambridge, MN. -/- Beauchamp and Childress’s “Four Principles” (or “Principlism”) approach to bioethics has become something of a standard not only in bioethics classrooms and journals, but also within medicine itself. In this teaching-focused workshop, I’ll be doing the following: (1) Introducing the basics of the “Four Principles” approach, with a special focus on its relation (...) to the common morality and the importance to weighing and balancing of competing norms. (2) Comparing and contrasting this to other potential approaches, such as those provided by virtue ethics, act utilitarianism, casuistry, and competing versions of principles-based ethics. (3) Considering the ways in which the principles-based approach can best be implemented for lower-level, introductory bioethics classes, where the average student may have little background knowledge in either philosophy or medicine. I’ll be presenting sample activities, case studies, and lesson plans. There will be considerable time reserved for discussion at the end, so that participants can exchange ideas relating to the teaching of both bioethics and other varieties of applied ethics. (shrink)

The present article discusses the measurement of social class in the social psychology of education research. It was evident that social class experiences are conflated with the socioeconomic status indicators and the subjective measure of the class context was underrepresented. However, this was discussed in Rubin et al about the intersectional nature of social class taking into account both objective and subjective indicators. The derivation of the social class experience from the objective and subjective measures (...) were critically discussed. An effort was made to understand whether these translations are category mistake or not. Three trajectories will be utilized to address the category mistake, that is, 1) subjectivity and objectivity debate in the measurement of social class in social psychology of education, 2) debates encircling around the position of social psychology and its underutilized concept such as social class as scientifically objective facets in social sciences and 3) operationalism of social class and category mistake. (shrink)

The present "philological commentary" is directed at those who have decided to take time for reading the original text, at least in an English translation. The first volume "Textual Criticism" is intended to meet the difficulties caused by the fact that our text editions are based on manuscripts separated from the original by more than a millennium.

The study developed and determined instant melon (Citrulluscolocynthis) soup powder’s shelf life for working-class mothers in Lagos, Nigeria. The study adopted research and development design. The population for the study was 2,077. The sample size for the study was 341. This consisted of three groups made up of 25 lecturers, 192 mothers working in banks and 124 mothers working. Seven sets of instruments were used for data collection. Data was analyzed using mean and standard deviation for the research questions. (...) Findings of the study indicated that the shelf life determinants included free fatty acid (FFA), moisture content and total viable count measured over a period of 22 weeks. From the analysis, FFA content slightly appreciated over the weeks; from 0.60 at the start to 0.7 5 at 4weeks; 0.86 at 8weeks; 0.95 at 12 weeks; 1.70 at 16 weeks and 4.06 at 22 weeks. The analysis showed that the moisture content of the developed melon soup powder slightly decreased over the weeks; from 9.41 at the start to 9.30 at 4 weeks; 9.00 at 8 weeks; 8.82 at 12 weeks; 8.60 at 16 weeks and 8.30 at 22 weeks. The total viable count (TVC) of the developed melon soup powder increased over the weeks. At the start of the experiment, the TVC of the developed melon soup powder was 8; TVC increased to 10 at 4 weeks; 14 at 8 weeks; 15 at 12 weeks; 18 at 16 weeks and 29 at 22 weeks. (shrink)

The aim of this paper is to show that every topological space gives rise to a wealth of topological models of the modal logic S4.1. The construction of these models is based on the fact that every space defines a Boolean closure algebra (to be called a McKinsey algebra) that neatly reflects the structure of the modal system S4.1. It is shown that the class of topological models based on McKinsey algebras contains a canonical model that can be used (...) to prove a completeness theorem for S4.1. Further, it is shown that the McKinsey algebra MKX of a space X endoewed with an alpha-topologiy satisfies Esakia's GRZ axiom. (shrink)

This paper and its sequel “look under the hood” of the usual sorts of proof-theoretic systems for certain well-known intuitionistic and classical propositional modal logics. Section 1 is preliminary. Of most importance: a marked formula will be the result of prefixing a formula in a propositional modal language with a step-marker, for this paper either 0 or 1. Think of 1 as indicating the taking of “one step away from 0.” Deductions will be constructed using marked formulas. Section 2 presents (...) the model-theoretic concepts, based on those in [7], that guide the rest of this paper. Section 3 presents Natural Deduction systems IK and CK, formalizations of intuitionistic and classical one-step versions of K. In these systems, occurrences of step-markers allow deductions to display deductive structure that is covered over in familiar “no step” proof-theoretic systems for such logics. Box and Diamond are governed by Introduction and Elimination rules; the familiar K rule and Necessitation are derived (i.e. admissible) rules. CK will be the result of adding the 0-version of the Rule of Excluded Middle to the rules which generate IK. Note: IK is the result of merely dropping that rule from those generating CK, without addition of further rules or axioms (as was needed in [7]). These proof-theoretic systems yield intuitionistic and classical consequence relations by the obvious definition. Section 4 provides some examples of what can be deduced in IK. Section 5 defines some proof-theoretic concepts that are used in Section 6 to prove the soundness of the consequence relation for IK (relative to the class of models defined in Section 2.) Section 7 proves its completeness (relative to that class). Section 8 extends these results to the consequence relation for CK. (Looking ahead: Part 2 will investigate one-step proof-theoretic systems formalizing intuitionistic and classical one-step versions of some familiar logics stronger than K.). (shrink)

Inhalt: Vorbemerkung Kommentar Titel Vorrede Erster Teil Zweiter Teil Dritter Teil Benutzte Literatur a)Zeitgenossen und Vorläufer Fichtes b)Moderne Interpreten Sachregister zum Fichte-Text Verzeichnis der zitierten Arbeiten Fichtes.

Nel presente articolo vengono illustrati gli assunti epistemologici che distinguono la sociologia di Pierre Bourdieu, senza la cui considerazione risultano di difficile comprensione il suo quadro teorico – con i concetti di spazio sociale, habitus, campo, capitale, potere, interesse, classe, etc. – e la “triangolazione” con cui il sociologo francese definisce un “approccio relazionale” che ripensa la connessione tra i paradigmi strutturalisti e individualisti, stabilisce una compiuta dialettica tra teoria della società e ricerca sociale e ridiscute lo statuto scientifico della (...) sociologia rispetto alle altre scienze sociali, alla riflessione filosofica e alla storiografia. (shrink)

With the third volume, it is invited to enter the intellectual environment of Aristotle. The most relevant sources are given in full (with English translation), so that the commentary is also a reader documenting the disputationes metaphysicae of the 4th century BC. For the undeniable contradictions in the Metaphysics, a new genetic explanation is offered.

Though since Werner Jaeger's famous Studien zur Entstehungsgeschichte der Metaphysik des Aristoteles of 1912 remarkable observations were made, the topic "Composition of the Metaphysics" almost disappeared from the agenda. As, however, neglect of this philological task results in either selective reading or anachronistic systematization, the author has resumed it, extending it to the internal structure of the singular books.

Though since Werner Jaeger's famous Studien zur Entstehungsgeschichte der Metaphysik des Aristoteles of 1912 remarkable observations were made, the topic "Composition of the Metaphysics" almost disappeared from the agenda. As, however, neglect of this philological task results in either selective reading or anachronistic systematization, the author has resumed it, extendig it to the internal structure of the singular books.

The question of the relationship between ontology and theology, the main problem of the interpretation in volume 3, is also the guiding question of our last volume. The history of metaphysics is a history of the efforts towards an outlook on the world and life, which are about the meaning and connection of fundamental concepts: being, life, intellect, unity, truth, goodness. From these, the concept of divinity is derived. As in the previous volumes, a rich material of original texts and (...) interpretations is spread out. (shrink)

Der vorliegende "philologische" Kommentar beansprucht Kants Critik der reinen Vernunft aus ihren historischen Voraussetzungen zu erklären. Zu diesen gehört an erster Stelle Kants Sprache; sie ist nicht mehr die unsere, was den unvorbereiteten Leser von heute schon an der Semantik und Syntax vieler Sätze scheitern lässt. Neben einer Fülle von sprachlichen Erläuterungen und textkritischen Untersuchungen bringt der Kommentar reichliche Zitate aus den von Kant benutzten Logik- und Metaphysik-Lehrbüchern, die seine Rezeption der "dogmatischen" Philosophie Christian Wolffs und seiner Nachfolger belegen; lateinische (...) Texte werden dabei sowohl im Original als auch in deutscher Übersetzung geboten. Einzelne Motive werden ideengeschichtlich bis in die Antike zurückverfolgt; hieraus eröffnen sich Perspektiven für eine "Metakritik" von einem "vorkritischen" Standpunkt aus, die im Rahmen eines philologischen Kommentars nur angedeutet werden können. (shrink)

The global water crisis is being exacerbated by climate change, even in the United States. Recycled water is a feasible alternative to alleviate the water shortage, but it is constrained by humans’ perceptions. The current study examines how residents’ water scarcity awareness and climate change belief influence their willingness to use recycled water directly and indirectly. Bayesian Mindsponge Framework (BMF) analytics was employed on a dataset of 1831 residents in Albuquerque, New Mexico, an arid inland region in the US. We (...) discovered that residents’ willingness to use direct recycled potable water is positively affected by their awareness of water scarcity, but only if they believe in the impacts of climate change on the water cycle. Meanwhile, the willingness to use indirect recycled potable water is influenced by water scarcity awareness, and the belief in climate change further enhances this effect. These findings implicate that fighting climate change denialism and informing the public of the water scarcity situation in the region can contribute to the effectiveness and sustainability of long-term water conservation and climate change alleviation efforts. (shrink)

This article provides an answer to the question: What is the function of cognition? By answering this question it becomes possible to investigate what are the simplest cognitive systems. It addresses the question by treating cognition as a solution to a design problem. It defines a nested sequence of design problems: (1) How can a system persist? (2) How can a system affect its environment to improve its persistence? (3) How can a system utilize better information from the environment to (...) select better actions? And, (4) How can a system reduce its inherent informational limitations to achieve more successful behavior? This provides a corresponding nested sequence of system classes: (1) autonomous systems, (2) (re)active autonomous systems, (3) informationally controlled autonomous systems (autonomous agents), and (4) cognitive systems. -/- This article provides the following characterization of cognition: The cognitive system is the set of mechanisms of an autonomous agent that (1) allow increase of the correlation and integration between the environment and the information system of the agent, so that (2) the agent can improve the selection of actions and thereby produce more successful behavior. -/- Finally, it shows that common cognitive capacities satisfy the characterization: learning, memory, representation, decision making, reasoning, attention, and communication. (shrink)

This research aims to determine the effectiveness of the self-directed learning model and the discovery learning model assisted by focusky media on the historical analysis abilities and learning outcomes of students in history subjects. This type of research is a quasi-experiment with a sample size of 65 students at SMA Negeri 1 Bangorejo. The results of the t-test of historical analysis ability and learning outcomes, it shows that there is a significant difference with the difference in the average posttest score (...) for historical analysis ability 2.733 and the difference in the average posttest score for learning outcomes 3.059. Then, the historical analysis effectiveness test, it shows a medium category of 0.050, while the learning outcomes show a medium category of 0.053. This shows that experiment class 1 is better than experiment class 2 and the self-directed learning model has proven to be effective in improving historical analysis skills and learning outcomes. (shrink)

The following are the characteristics of a genus: 1. Those to which the same figure of predication applies are one in genus. (Met. , Δ, 1016b32-35) 2. Things that are one in genus are all one by analogy while things that are one by analogy are not all one in genus. (Met, Δ, 1016b35-1017a3) 3. A genus includes contraries. (Met., Δ, 1018a25-31) 4. All the intermediates are in the same genus as one another and as the things they stand between. (...) (Met., I, 1057a18-30; 1057b31-34) 5. Not every predicate is a genus of what it is predicated on; for this would equate a genus with one of its own species. (PsA., A, 22, 83b7-10) 6. The opposite of the genus should always be the genus of the opposite. (To., Δ, 4, ^125a27-29) 7. A genus divides the object from other things. (To., Z, 3, 140a^24) 8. None of unity and being is a genus. (Met., B, 998b22-27; Met., K, 1059b31-34; PsA., B, 7, 92b12-14) 9. There is no necessity or even no possibility that things that are the same specifically or generically should be numerically the same. (To., H, I, 152b30-) 10. To be called one due to having one genus is in a way similar to be one due to having the same matter. (Met., Δ, 1016a24-28) 11. The substance of a thing involves its genus, and thereby all the higher genera are predicated of the lower. (To., Z, 5, 143a^20- ) 12. Being falls immediately into genera. (Met., Γ, 1004a4-6) A. Characteristics of relations between genera The characteristics of relations between genera, the relations between genera and species excluded, are as follows: 1. Genus is not an element in the composition of things. (Met., I, 1057b20-22) 2. Things resulting from the same division of the same genus are simultaneous by nature. (Cat., 13, 15a3-4) 3. Processes of proof cannot pass from one genus to another. (PsA., A, 23, 84b14-18) 4. It is not necessary for subordinate genera to have different accounts. (To., I, 15, ^107a19-) E.g. when we say a raven is a bird, we also say it is a certain kind of animal. 5. It is necessary for genera that are not subordinate one to the other to have different accounts. (To., I, 15, ^107a27-30) E.g. whenever we call a thing an engine, we do not call it an animal, nor vice versa. 6. If one of the genera is predicated in what it is, all of them, both higher and lower than this one, if predicated at all of the species, will be predicated of it in what it is; so that what has been given as genus is also predicated in what it is. (To., Δ, 2, ^122a10) 7. The same object cannot occur in two genera of which neither contains the other. (To., Z, 139b32-140a2) 8. Those to which the same figure (σχῆμα) of predication applies, are the same in genus. (Met., Δ, 1016b32-35) 9. Attributes that inhere always in each several things can be divided to two groups: those that are wider in extent but not wider than its genus and those wider than its genus. (PsA., B, 13, 96a24-27) 10. The relation between A and B must be extendable in respect of all the genera of A. Thus, if A is double of B, it must also be in excess, the genus of double, to B. Aristotle accepts, however, that this may be objectable in some cases: while knowledge is called knowledge of an object of knowledge, it cannot be called a state and disposition (which is the genus of knowledge) of an object of knowledge. In fact, it is a state and disposition of the soul. (To., Δ, 4, 124b28-34) B. Characteristics of species The following are the characteristics of species: 1. Things are said to be other in species if they are of the same genus but are not subordinate the one to the other. (Met., Δ, 1018a38-b2; Met., I, 1057b35-37) 2. Contraries are other than one another in species. (Met., Δ, 1018b5-7; Met., I, 1058b26-) 3. It is not sufficient for a difference to be the basis of distinguishing species in a genus because it belongs to the genus in virtue of its nature as, e.g., the difference between men and women belongs to animal in virtue of its nature. It must also be a modification peculiar to the genus (οἰκεῖα πάθη τοῦ γένους) in the strongest sense. (Met., I, 1058a29-37) Thus, contraries which are in the formula (ἐν τῷ λόγῳ) make a difference in species, but those which are in the compound material thing do not make one as e.g. being male and female is a difference in matter. (Met., I, 1058a37-b23) 4. Some things are peculiar to the species as distinct from genus: there are attributes peculiar to each distinct species. (PrA., A, 27, 43b27-29) 5. There is no necessity or even no possibility that things that are the same specifically should be the same numerically. (To., H, I, 155b30-) C. Characteristics of relations between genera and species The following are the characteristics of relations between genera and their species: 1. Although species predicated of individuals seem to be principles rather than the genera, it is hard to say, Aristotle asserts, in what sense species are to be taken as principles. (Met., B, 999a14-21) 2. Things that are one in species are all one in genus, while things that are one in genus are not all one in species. (Met., Δ, 1016b35a1) 3. The relation of a species to its genus is like the relation of primary substance to all others: the species is a subject for the genus (ὑπόκειται γὰρ τὸ εἴδος τῷ γένει) and the genera are predicated of the species but the species are not predicated of them. (Cat., 5, 2b17-22) 4. Of the species themselves- those which are not genera- one is no more a substance than another: a certain horse is no more a substance than another horse. (Cat., 5, 2b22-26) 5. Genera are prior to species since they do not reciprocate as to implication of existence (κατὰ τὴν τοῦ εἶναι ἀκολούθησιν). For example, if there is a fish there is an animal, but if there is an animal there is not necessarily a fish. (Cat., 13, 15a4-7) 6. What belongs both to a species and to its genus, it belongs to the species more properly indeed than to the genus. (PrA., A, 27, 43b29-32) 7. A predicate drawn from the genus is never ascribed to the species in a derived form and as its genus. Thus, e.g. coloured cannot be a genus of ‘white’ when we say ‘white is coloured.’ (To., B, I, ^109b1-5) 8. Genera are predicated of their species synonymously because the species take on both the name and the account of their genera. (To., B, I, ^109b3-6) 9. All the attributes that belong to the species belong to the genus as well but there is no necessity that all the attributes that belong to the genus should belong also to the species. (To., B, 4, 111a20-32) 10. Those things of which the genus is predicated must also of necessity have one of its species predicated of them. (To., B, 4, 111a33-) 11. The higher genus should be predicated of the species in what it is. (To., Δ, 2, ^122a6) 12. The species, or any of the things which are under the species, is not predicated of the genus because the genus is the term with the widest range of all. (To., Z, 6, 144a27f.) 13. The same species cannot be in two genera neither of which contains the other. (To., Z, 6, 144b14f.) 14. None of the species of a genus is prior or posterior to other species but they are thought to be simultaneous by nature. (Cat., 13, 14b38-15a1) 15. Daniel W. Graham points that sometimes Aristotle speaks of species as classes (Cat., 5, 2a14-17) and sometimes as properties or a certain character (ποιόν τι) of substances, which is difficult to be distinguished from the category of quality. (Cat., 3b13-22) D. Characteristics of differentia 1. The last differentia will be the substance, the definition and the form of the thing. (Met., Z, 1038a18-28) 2. If we divide according to accidental qualities, there will be as many differentiae as there are processes of division. (Met., Z, 1038a25-28) 3. The differentia divides the object from any of the things contained in the same genus. (To., Z, 3, 140a24-) 4. A. C. Lloyd argues that Aristotle’s logic of classification contains a vicious circle because: ‘For a genus to be predicated unequivocally and essentially of a species the specific differentiae have to be ‘appropriate’; but in order to know whether a proposed differentia is appropriate we have to know whether the genus is predicable essentially of the species thus defined.’ The predication of differentia on primary substance seems to make difficulties in Aristotle’s system, as Terence Irwin points out. It seems to violate the distinction of strong predication and inherence, a distinction between predication of count-nouns and predication of characterizing adjectives. Irwin says that this violation is only apparent because although the differentia-term is an adjective, its gender agrees with the gender of the understood genus-term and not with that of the subject term. ‘Man is biped’ is indeed ‘Man is a biped animal.’ This shows, Irwin asserts, ‘why Aristotle can still mention that strong predication is nominal and inherence is adjectival.’ Differentiae are not, however, secondary substances, as Aristotle himself insists. A differentia does not say what the thing is, as secondary substances do, but only what it is like or what sort it is. (ποιον: To., 122b12-17; 128a20-29; 139a28-31; 142b25-29) Nonetheless, differentiae are not qualities because they are not inherent. Thus, they cannot be regarded in any of the ten categories. Irwin thinks that this anomaly is unnecessary because Aristotle could give good reasons for taking differentiae to be second substances. E. Characteristics of relations between differentia and genera or species 1. It is not possible for the genus to be predicated of the differentia taken apart from the species. (Met., B, 998b23-25; Met., K, 1059b31-33; To., VI, 6, 144a32-b1) 2. It is not possible for the species of the genus to be predicated of the proper differentiae of the genus. (Met., B, 998b24-26) 3. Where the differentia is present, the genus accompanies it, but where the genus is, the differentia is not always present. (Met., Δ, 1014b12-14) 4. The number of species are equal to the number of differentiae. (Met., Z, 1038a15-18) 5. The differentiae of genera which are different and not subordinate one to the other are themselves different in kind. (Cat., 3, 1b16-20; To., I, 15, ^107b19-) 6. There is nothing to prevent genera subordinate one to the other from having the same differentia. (Cat., 3, 1b20-22) 7. Since the higher genera are predicated of the genera below them, all differentiae of the predicated genus will be differentia of the subject also. (Cat., 3, 1b21-24) 8. The definition of the differentia is predicated of that of which the differentia is said. (Cat., 5, 3a25-28) 9. In giving what a thing is it is more fitting to state the genus than the differentia. For example, anyone who says that man is an animal shows what man is better than who describes him as terrestrial. (To., Δ, 6, ^128a24-27) 10. The differentia always signifies a quality of the genus, but the genus does not do this of the differentia. (To., Δ, 6, 128a27-29; To., Z, 6, 144a20-23) 11. A specific differentia, along with the genus, always makes a species. (To., Z, 6, 143b^1-) 12. A genus is always divided by the differentiae that are co-ordinate with it in a division and the differentiae that are co-ordinate in a division are all true of the genus. (To., Z, 6, 143b^1-) 13. Differentia cannot be predicated of the genus because genus is the term with the wider range. (To., Z, 6, 144a27-) In fact, genus is predicated, not of the differentia, but of the object of which the differentia is predicated. (To., Z, 6, 144a^31-b3) 14. Neither species nor the objects under it can be predicated of the differentia because the differentia is a term with a wider range than the species. (To., Z, 6, 144b4-) 15. The differentia is posterior to genus but prior to the species. (To., Z, 6, 144b^9-) 16. The same differentia cannot be used of two genera neither of which contains the other and if they do not both fall under the same genus. Otherwise, the same species will be in two genera neither of which contains the other, which is impossible. (To., Z, 6, 144b14-) 17. Genus and differentia are prior to and more familiar than the species: ‘For annul the genus and the differentia; and the species too is annulled, so that they are prior to the species. They are also more familiar; for if the species is known, the genus and differentia must of necessity be known as well (for anyone who knows what a man is knows also what animal and terrestrial are), whereas if the genus or the differentia is known it does not follow of necessity that the species is known as well; thus the species is less intelligible.’ (To., Z, 4, 141b15-) F. Characteristics of relations in series of classes 1. Mutually exclusive series. If no term in the series ACD… is predicable of any term in the series BEF…, and if G- a term in the former series- is the genus of A, clearly G will not be the genus of B; since, if it were, the series would not be mutually exclusive. (PsA., A, 15, 79b6-11) 2. Atomic disconnection of series. Of two mutually exclusive series ACD and BEF, if neither A nor B has a genus and A does not inhere in B, this disconnection must be atomic. (PsA., A, 15, 79b6-14) G. Characteristics of relations of individuals 1. No individual in a species is more substance than another individual in another species. (Cat., 5, 2b26-28) An individual man, for instance, is no more a substance than an individual ox. 2. Each attribute is wider than every individual it is predicated on, though several attributes, collectively considered, might not be wider but exactly the substance of a thing. (PsA., B, 13, 96a32-b1) 3. Not distinguishing between class membership and class inclusion? Some commentators like Vlastos and Ackrill (1963, 76) criticized Aristotle because he, they believe, did not distinguish between class membership (between species and particulars) and class inclusion (between genera and their species). Having accepted this point, Daniel W. Graham believes it is ‘question-begging in a curious way.’ Phil Corkum thinks that Aristotle employs mereological notions. (This criticism seems so strange because all the Aristotle’s point in distinguishing species 2 from genera is strictly the distinction of class membership and class inclusion as they call them so. (shrink)

(1) Suppose that you care only about speaking the truth, and are confident that some particular deterministic theory is true. If someone asks you whether that theory is true, are you rationally required to answer "yes"? -/- (2) Suppose that you face a problem in which (as in Newcomb's problem) one of your options---call it "taking two boxes"---causally dominates your only other option. Are you rationally required to take two boxes? -/- Those of us attracted to causal decision theory are (...) under pressure to answer "yes" to both questions. However, it has been shown that many existing decision theories are inconsistent with doing so (Ahmed 2014). A simple proof shows that the same goes for an even wider class of theories: all "suppositional" decision theories. The moral is that causal decision theorists must either answer "no" to one of the above questions, or else abandon suppositional decision theories. (shrink)

In [1] it is claimed that, based on radiation emission measurements described in [2], a certain “variant” of the Orch OR theory has been refuted. I agree with this claim. However, the significance of this result for Orch OR per se is unclear. After all, the refuted “variant” was never advocated by anyone, and it contradicts the views of Hameroff and Penrose (hereafter: HP) who invented Orch OR [3]. My aim is to get clear on this situation. I argue that (...) it is indeed reasonable to speak of “variants” here. Orch OR is not a complete model of reality but a work in progress. At its core, it claims that wavefunction collapse is a real physical event that has something to do with gravity (“OR”) and that consciousness depends on orchestrated collapses in microtubules (“Orch”). There are many ways one could make these base ideas precise hence many “variants”. Furthermore, the ways that HP aim to make these ideas precise are radical and incomplete. If they don’t work out, Orch OR will need to fall back on another variant. Thus, I believe the significance of [1-2] for Orch OR is that it cuts out a small class of possible variants and leaves behind questions and challenges for the rest, including the variant preferred by HP. (shrink)

The paper is Part III of the large research, dedicated to both the revision of the system of basic logical categories and the generalization of modern predicate logic to functional logic. We determinate and contrapose modern Fregean logistics and proposed by the author ultra-Fregean logistics, next we describe values and arguments of functions, arguments of relations, relations themselves, sets (classes), and subsets (subclasses) as derivative categories (concepts) of ultrafregean logistics. Logistics is a part of metalogic, independent of semantics. Fregean logictics (...) is a metalogical theory, based on the quadruple <particular (individual), predicate, equality, sequence>; it generates predicate logic. Ultrafregean logictics is based on the quadruple <particular, function, representation, sequence>, where the notion of a function is a generalization of the notion of a predicate and the notion of representation is a generalization of the notion of equality; this logictics generates functional logic. For the completely correct denotation of the functional values, we need the Churchian symbolics with parenthesis. Predicates are usually identified with relations. A relation is the derived and even definable category of ultra-Fregean logictics. Namely, relations are representations by functions (of one of their arguments). We show that Frege could really establish this definition and the notion (category) of representation but, unfortunately, rejected this course of thought. Next, we show that every n-ary relation can be resolved for some of its arguments via some (n-1)-ary function. A set, or class, is a derived and not definable category of ultra-Fregean logistics. The universal way to introduce the sets is Frege’s abstraction principle. We formulate this principle for functional logic and show that the notion of a set is quantified, so there is the dual existential notion of a nonempty subset, involved by the same abstraction principle. (shrink)

Browne 1 (this issue ) argues that what may appear to be a benevolent practice-disclosing the sex of a fetus to expecting parents who wish to know-is in fact an epistemically problematic and, as a result, ethically questionable medical practice. Browne worries that not only will the disclosure of fetal sex encourage sex-selective abortions (an issue we will not take up here), but also that it will convey a misleading and pernicious message about the relationship between sex and gender. More (...) specifically, she contends that the practice of disclosure is problematic because (1) it purports to establish the gender of the developing baby based on information about the baby's sex, whereas this is not a warranted inference because while sex is determined by biological factors, gender is determined by social factors and (2) it conflates (biological) sex with (social) gender or encourages such conflation or reduction and thereby promotes 'essentialistic' thinking about gender that is closely linked to sexism and social injustice. If (1) is true, then disclosing fetal sex amounts to misinforming or misleading prospective parents-and since misinforming patients is wrong, the act of disclosing is also wrong. However, beyond the wrongs of misinforming patients, the practice also perpetuates the harms associated with a rigidly gendered society through endorsing the message in (2), thus lending the authority of the medical profession to the gender-essentialist ideas that have underpinned, and continue to drive, sexism and social injustice. This analysis leads Browne to recommend that clinicians be prohibited from informing parents about the sex of their developing fetus. -/- We agree with Browne that gender essentialism-the notion that 'femaleness' and 'maleness' carve out distinct natural classes with innate, immutable properties-is not only a false metaphysical thesis, but also a pernicious idea insofar as the sexist attitudes it fosters motivate policies that systematically violate the human rights of women, as well as those of the LGBTQ community. However, we do not think that the disclosure of fetal sex misinforms prospective parents about the gender of their baby, nor do we believe that such disclosure presupposes or promotes gender essentialism properly understood. (shrink)

The reason ability of considering time as a fuzzy concept is demonstrated in [7],[8]. One of the major questions which arise here is the new definitions of Complexity Classes. In [1],[2],…,[11] we show why we should consider time a fuzzy concept. It is noticeable to mention that that there were many attempts to consider time as a Fuzzy concept, in Philosophy, Mathematics and later in Physics but mostly based on the personal intuition of the authors or as a style of (...) Fuzzifying different various of the concepts. Consequently, fuzzifying time doesn’t go to be popular. In the new attempts we are trying to show why we are somewhat forced to consider time as a Fuzzy concept. It is mostly based on the “Unexpected Hanging Paradox” introduced by a Swedish Mathematician Lennart Ekbom. Our question is:” what will be the impact of it in Theory of Computation and Physics?”. Here, we discuss about the impact of fuzzifying time on Theory of Computation. (shrink)

Part 1 [Hodes, 2021] “looked under the hood” of the familiar versions of the classical propositional modal logic K and its intuitionistic counterpart. This paper continues that project, addressing some familiar classical strengthenings of K and GL), and their intuitionistic counterparts. Section 9 associates two intuitionistic one-step proof-theoretic systems to each of the just mentioned intuitionistic logics, this by adding for each a new rule to those which generated IK in Part 1. For the systems associated with the intuitionistic counterparts (...) of D and T, these rules are “pure one-step”: their schematic formulations does not use □ or ♢. For the systems associated with the intuitionistic counterparts of K4, etc., these rules meet these conditions: neither □ nor ♢ is iterated; none use both □ and ♢. The join of the two systems associated with each of these familiar logics is the full one-step system for that intuitionistic logic. And further “blended” intuitionistic systems arise from joining these systems in various ways. Adding the 0-version of Excluded Middle to their intuitionistic counterparts yields the one-step systems corresponding to the familiar classical logics. Each proof-theoretic system defines a consequence relation in the obvious way. Section 10 examines inclusions between these consequence relations. Section 11 associates each of the above consequence relations with an appropriate class of models, and proves them sound with respect to their appropriate class. This allows proofs of some failures of inclusion between consequence relations. Section 12 proves that the each consequence relation is complete or weakly complete, that relative to its appropriate class of models. The Appendix presents three further results about some of the intuitionistic consequence relations discussed in the body of the paper. For Keywords, see Part 1. (shrink)

It is well known that there are, at least, two sorts of cases where one should not prefer a direct inference based on a narrower reference class, in particular: cases where the narrower reference class is gerrymandered, and cases where one lacks an evidential basis for forming a precise-valued frequency judgment for the narrower reference class. I here propose (1) that the preceding exceptions exhaust the circumstances where one should not prefer direct inference based on a narrower (...) reference class, and (2) that minimal frequency information for a narrower (non-gerrymandered) reference class is sufficient to yield the defeat of a direct inference for a broader reference class. By the application of a method for inferring relatively informative expected frequencies, I argue that the latter claim does not result in an overly incredulous approach to direct inference. The method introduced here permits one to infer a relatively informative expected frequency for a reference class R', given frequency information for a superset of R' and/or frequency information for a sample drawn from R'. (shrink)

The fact that Gilbert Ryle and J.L. Austin seem to disagree about the ordinary use of words such as ‘voluntary’, ‘involuntary’, ‘voluntarily’, and ‘involuntarily’ has been taken to cast doubt on the methods of ordinary language philosophy. As Benson Mates puts the worry, ‘if agreement about usage cannot be reached within so restricted a sample as the class of Oxford Professors of Philosophy, what are the prospects when the sample is enlarged?’ (Mates, Inquiry 1:161–171, 1958, p. 165). In this (...) chapter, we evaluate Mates’s criticism alongside Ryle’s and Austin’s specific claims about the ordinary use of these words, assessing these claims against actual examples of ordinary use drawn from the British National Corpus (BNC). Our evaluation consists in applying a combination of methods: first aggregating judgments about a large set of samples drawn from the corpus, and then using a clustering algorithm to uncover connections between different types of use. In applying these methods, we show where and to what extent Ryle’s and Austin’s accounts of the use of the target terms are accurate as well as where they miss important aspects of ordinary use, and we demonstrate the usefulness of this new combination of methods. At the heart of our approach is a commitment to the idea that systematically looking at actual uses of expressions is an essential component of any approach to ordinary language philosophy. (shrink)

In this paper, we propose a mathematical model of subjective experience in terms of classes of hierarchical geometries of representations (“n-awareness”). We first outline a general framework by recalling concepts from higher category theory, homotopy theory, and the theory of (infinity,1)-topoi. We then state three conjectures that enrich this framework. We first propose that the (infinity,1)-category of a geometric structure known as perfectoid diamond is an (infinity,1)-topos. In order to construct a topology on the (infinity,1)-category of diamonds we then propose (...) that topological localization, in the sense of Grothendieck-Rezk-Lurie (infinity,1)-topoi, extends to the (infinity,1)-category of diamonds. We provide a small-scale model using triangulated categories. Finally, our meta-model takes the form of Efimov K-theory of the (infinity,1)-category of perfectoid diamonds, which illustrates structural equivalences between the category of diamonds and subjective experience (i.e.its privacy, self-containedness, and self-reflexivity). Based on this, we investigate implications of the model. We posit a grammar (“n-declension”) for a novel language to express n-awareness, accompanied by a new temporal scheme (“n-time”). Our framework allows us to revisit old problems in the philosophy of time: how is change possible and what do we mean by simultaneity and coincidence? We also examine the notion of “self” within our framework. A new model of personal identity is introduced which resembles a categorical version of the “bundle theory”: selves are not substances in which properties inhere but (weakly) persistent moduli spaces in the K-theory of perfectoid diamonds. (shrink)

Copernican reasoning involves considering ourselves, in the absence of other information, to be randomly selected members of a reference class. Consider the reference class intelligent observers. If there are extraterrestrial intelligences (ETIs), taking ourselves to be randomly selected intelligent observers leads to the conclusion that it is likely the Earth has a larger population size than the typical planet inhabited by intelligent life, for the same reason that a randomly selected human is likely to come from a more (...) populous country. The astrophysicist Fergus Simpson contends that this reasoning supports the claims that the typical planet inhabited by ETIs is smaller than Earth (radius about 5,000km; cf. Earth's radius = 6,371km) and that the typical ETI is significantly larger than us about 314kg, the size of an adult male grizzly bear). Simpson's applications of Copernican reasoning are novel and exciting. They should be of interest to philosophers concerned with Richard Gott's delta t argument, the N=1 problem in astrobiology, limited principles of indifference, and probabilistic epistemology in general. While we agree with Simpson about the qualitative direction of his conclusions, we take issue with his presentation of precise quantitative results because his methods (1) display bias, (2) ignore other variables contributing to population size, (3) commit an equivocation, and (4) conceal their dependence on arbitrary assumptions. (shrink)

PLEASE NOTE: This is the corrected 2nd eBook edition, 2021. ●●●●● _Critique of Impure Reason_ has now also been published in a printed edition. To reduce the otherwise high price of this scholarly, technical book of nearly 900 pages and make it more widely available beyond university libraries to individual readers, the non-profit publisher and the author have agreed to issue the printed edition at cost. ●●●●● The printed edition was released on September 1, 2021 and is now available through (...) all booksellers, including Barnes & Noble, Amazon, and brick-and-mortar bookstores under ISBN 978-0-578-88646-6. ●●●●● In light of the length of this book, readers who would like to have a more detailed description of the book's objectives and method may find it helpful to read the detailed and clearly written Wikipedia entry about this work: From the Wikipedia search page, use the search phrase "Critique of Impure Reason". At least at the time of this writing (11/29/2021), the Wikipedia entry is well-researched and accurate. ●●●●● In addition, a "Primer on Bartlett's CRITIQUE OF IMPURE REASON" has been made available by the author. It is available under its title through PhilPapers and other philosophy online archives. ●●●●● COMMENDATIONS OF THIS WORK, from the back cover of the published edition: ●●●●● “I admire its range of philosophical vision.” – Nicholas Rescher, Distinguished University Professor of Philosophy, University of Pittsburgh, author of more than 100 books. ●●●●● “Bartlett’s _Critique of Impure Reason_ is an impressive, bold, and ambitious work. Careful scholarship is balanced by original analyses that lead the reader to recognize the limits of meaning, knowledge, and conceptual possibility. The work addresses a host of traditional philosophical problems, among them the nature of space, time, causality, consciousness, the self, other minds, ontology, free will and determinism, and others. The book culminates in a fascinating and profound new understanding of relativity physics and quantum theory.” – Gerhard Preyer, Professor of Philosophy, Goethe-University, Frankfurt am Main, Germany, author of many books including _Concepts of Meaning_, _Beyond Semantics and Pragmatics_, _Intention and Practical Thought_, and _Contextualism in Philosophy_. ●●●●● “[This work’s] goal is of a unique and difficult species: Dr. Bartlett seeks to develop a formal logical calculus on the basis of transcendental philosophical arguments; in fact, he hopes that this calculus will be the formal expression of the transcendental foundation of knowledge.... I consider Dr. Bartlett’s work soundly conceived and executed with great skill.” – C. F. von Weizsäcker, philosopher and physicist, former Director, Max-Planck-Institute, Starnberg, Germany. ●●●●● “Bartlett has written an American “Prolegomena to All Future Metaphysics.” He aims rigorously to eliminate meaningless assertions, reach bedrock, and place philosophy on a firm foundation that will enable it, like science and mathematics, to produce lasting results that generations to come can build on. This is a great book, the fruit of a lifetime of research and reflection, and it deserves serious attention.” — Martin X. Moleski, former Professor, Canisius College, Buffalo, NY, studies of scientific method, the presuppositions of thought, and the self-referential nature of epistemology. ●●●●● “Bartlett has written a book on what might be called the underpinnings of philosophy. It has fascinating depth and breadth, and is all the more striking due to its unifying perspective based on the concepts of reference and self-reference.” – Don Perlis, Professor of Computer Science, University of Maryland, author of numerous publications on self-adjusting autonomous systems and philosophical issues concerning self-reference, mind, and consciousness. ●●●●● ●●●●● The _Critique of Impure Reason: Horizons of Possibility and Meaning_ comprises a major and important contribution to philosophy. Thanks to the generosity of its publisher, this massive 885-page volume has been published as a free open access eBook (3.75MB) as well as an open access printed edition. It inaugurates a revolutionary paradigm shift in philosophical thought by providing compelling and long-sought-for solutions to a wide range of philosophical problems. In the process, the work fundamentally transforms the way in which the concepts of reference, meaning, and possibility are understood. The book includes a Foreword by the celebrated German philosopher and physicist Carl Friedrich von Weizsäcker. ●●●●● In Kant’s _Critique of Pure Reason_ we find an analysis of the preconditions of experience and of knowledge. In contrast, but yet in parallel, the new _Critique_ focuses upon the ways—unfortunately very widespread and often unselfconsciously habitual—in which many of the concepts that we employ _conflict_ with the very preconditions of meaning and of knowledge. ●●●●● This is a book about the boundaries of frameworks and about the unrecognized conceptual confusions in which we become entangled when we attempt to transgress beyond the limits of the possible and meaningful. We tend either not to recognize or not to accept that we all-too-often attempt to trespass beyond the boundaries of the frameworks that make knowledge possible and the world meaningful. ●●●●● The _Critique of Impure Reason_ proposes a bold, ground-breaking, and startling thesis: that a great many of the major philosophical problems of the past can be solved through the recognition of a viciously deceptive form of thinking to which philosophers as well as non-philosophers commonly fall victim. For the first time, the book advances and justifies the criticism that a substantial number of the questions that have occupied philosophers fall into the category of “impure reason,” violating the very conditions of their possible meaningfulness. ●●●●● The purpose of the study is twofold: first, to enable us to recognize the boundaries of what is referentially forbidden—the limits beyond which reference becomes meaningless—and second, to avoid falling victims to a certain broad class of conceptual confusions that lie at the heart of many major philosophical problems. As a consequence, the boundaries of _possible meaning_ are determined. ●●●●● Bartlett, the author or editor of more than 20 books, is responsible for identifying this widespread and delusion-inducing variety of error, _metalogical projection_. It is a previously unrecognized and insidious form of erroneous thinking that undermines its own possibility of meaning. It comes about as a result of the pervasive human compulsion to seek to transcend the limits of possible reference and meaning. ●●●●● Based on original research and rigorous analysis combined with extensive scholarship, the _Critique of Impure Reason_ develops a self-validating method that makes it possible to recognize, correct, and eliminate this major and pervasive form of fallacious thinking. In so doing, the book provides at last provable and constructive solutions to a wide range of major philosophical problems. ●●●●● CONTENTS AT A GLANCE ▪▪▪▪▪ Preface ▪▪▪▪▪ Foreword by Carl Friedrich von Weizsäcker ▪▪▪▪▪ Acknowledgments ▪▪▪▪▪ Avant-propos: A philosopher’s rallying call ▪▪▪▪▪ Introduction ▪▪▪▪▪ A note to the reader ▪▪▪▪▪ A note on conventions ▪▪▪▪▪ ▪▪▪▪▪ ▪▪▪▪▪ PART I ▪▪▪▪▪ ▪▪▪▪▪ WHY PHILOSOPHY HAS MADE NO PROGRESS AND HOW IT CAN ▪▪▪▪▪ 1 Philosophical-psychological prelude ▪▪▪▪▪ 2 Putting belief in its place: Its psychology and a needed polemic ▪▪▪▪▪ 3 Turning away from the linguistic turn: From theory of reference to metalogic of reference ▪▪▪▪▪ 4 The stepladder to maximum theoretical generality ▪▪▪▪▪ ▪▪▪▪▪ ▪▪▪▪▪ PART II ▪▪▪▪▪ THE METALOGIC OF REFERENCE ▪▪▪▪▪ A New Approach to Deductive, Transcendental Philosophy ▪▪▪▪▪ 5 Reference, identity, and identification ▪▪▪▪▪ 6 Self-referential argument and the metalogic of reference ▪▪▪▪▪ 7 Possibility theory ▪▪▪▪▪ 8 Presupposition logic, reference, and identification ▪▪▪▪▪ 9 Transcendental argumentation and the metalogic of reference ▪▪▪▪▪ 10 Framework relativity ▪▪▪▪▪ 11 The metalogic of meaning ▪▪▪▪▪ 12 The problem of putative meaning and the logic of meaninglessness ▪▪▪▪▪ 13 Projection ▪▪▪▪▪ 14 Horizons ▪▪▪▪▪ 15 De-projection ▪▪▪▪▪ 16 Self-validation ▪▪▪▪▪ 17 Rationality: Rules of admissibility ▪▪▪▪▪ ▪▪▪▪▪ ▪▪▪▪▪ PART III ▪▪▪▪▪ PHILOSOPHICAL APPLICATIONS OF THE METALOGIC OF REFERENCE ▪▪▪▪▪ Major Problems and Questions of Philosophy and the Philosophy of Science ▪▪▪▪▪ 18 Ontology and the metalogic of reference ▪▪▪▪▪ 19 Discovery or invention in general problem-solving, mathematics, and physics ▪▪▪▪▪ 20 The conceptually unreachable: “The far side” ▪▪▪▪▪ 21 The projections of the external world, things-in-themselves, other minds, realism, and idealism ▪▪▪▪▪ 22 The projections of time, space, and space-time ▪▪▪▪▪ 23 The projections of causality, determinism, and free will ▪▪▪▪▪ 24 Projections of the self and of solipsism ▪▪▪▪▪ 25 Non-relational, agentless reference and referential fields ▪▪▪▪▪ 26 Relativity physics as seen through the lens of the metalogic of reference ▪▪▪▪▪ 27 Quantum theory as seen through the lens of the metalogic of reference ▪▪▪▪▪ 28 Epistemological lessons learned from and applicable to relativity physics and quantum theory ▪▪▪▪▪ ▪▪▪▪▪ PART IV ▪▪▪▪▪ HORIZONS ▪▪▪▪▪ 29 Beyond belief ▪▪▪▪▪ 30 _Critique of Impure Reason_: Its results in retrospect ▪▪▪▪▪ ▪▪▪▪▪ SUPPLEMENT ▪▪▪▪▪ The Formal Structure of the Metalogic of Reference ▪▪▪▪▪ APPENDIX I ▪▪▪▪▪ The Concept of Horizon in the Work of Other Philosophers ▪▪▪▪▪ APPENDIX II ▪▪▪▪▪ Epistemological Intelligence ▪▪▪▪▪ References ▪▪▪▪▪ Index ▪▪▪▪▪ About the author. 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This paper defends hedonic intentionalism, the view that all pleasures, including bodily pleasures, are directed towards objects distinct from themselves. Brentano is the leading proponent of this view. My goal here is to disentangle his significant proposals from the more disputable ones so as to arrive at a hopefully promising version of hedonic intentionalism. I mainly focus on bodily pleasures, which constitute the main troublemakers for hedonic intentionalism. Section 1 introduces the problem raised by bodily pleasures for hedonic intentionalism and (...) some of the main reactions to it. Sections 2 and 3 rebut two main approaches equating bodily pleasures with non- intentional episodes. More precisely, section 2 argues that bodily pleasures cannot be purely non-intentional self-conscious feelings, by relying on Brentano’s objection to Hamilton’s theory of pleasure. Section 3 argues that bodily pleasures cannot be non-intentional sensory qualities by relying on Brentano’s objections to Stumpf’s theory of pleasure. Section 4 develops a brentanian view of the intentionality of bodily pleasures by claiming bodily pleasures are directed at a sui generis class of sensory qualities. Section 5 presents an objection to Brentano’s later theory of pleasure according to which all sensory pleasures are directed at sensing acts. (shrink)

1. ‘But occasionally it happens that we get a sudden idea and recollect that we heard or saw something formerly. This happens whenever, from contemplating a mental object in itself, one changes his point of view, and regards it as relative to something else.’ 2. ‘Recollection is not the recovery or acquisition of memory; since at the instant when one at first learns or experiences, he does not thereby recover a memory inasmuch as none has preceded, nor does he acquire (...) one ab initio.’ (OM., 451a19-^22) 3. ‘Even the assertion that recollection is the reinstatement of something which was there before requires qualification- it is right in one way, wrong in another. For the same person may twice learn, or twice discover the same fact. Accordingly, the act of recollecting ought to be distinguished from these acts; i.e. recollecting must imply in those who recollect the presence of some source over and above that from which they originally learn.’ (OM., 451b6-10) 4. ‘Acts of recollection are due to the fact that one movement has by nature another that succeeds it. If this order be necessary, whenever a subject experiences the former of two movements thus connected, it will experience the latter; if, however, the order be not necessary, but customary, only for the most part will the subject experience the latter of the two movements.’ (OM., 451b11-14) 5. ‘Whenever, therefore, we are recollecting, we are experiencing one of the antecedent movements until finally we experience the one after which customarily comes that which we seek. This explains why we hunt up the series, having started in thought from the present or some other, and from something either similar, or contrary, to what we seek, or else from that which is contiguous with it. That is how recollection takes place; for the movements involved in these starting points are in some case identicall, in others, again, simultaneous, while in others they comprise a portion of them, so that the reminent which one experience after that portion is comparatively small.’ (OM., 451b17-22) 6. ‘It is that persons seek to recollect, and thus, too, it is that they recollect even without seeking to do so, viz. when the movement has supervened on some other. For, as a rule, it is when antecedent movements of the classes here described have first been excited, that the particular movement implied in recollection follows.’ (OM., 451b23-^28) 7. ‘When one wishes to recollect, this is what he will do: he will try to obtain a beginning of movement whose sequal shall be the movement which he desires to reawaken.’ (OM., 451^b28-32) 8. ‘In order of succession, the movements are to one another as the objects. Accordingly, things arranged in a fixed order, like the successive demonstration in geometry, are easy to remember, while badly arranged subjects are remembered with difficulty.’ (OM., 451^a1-4) 9. ‘It often happens that, though a person cannot recollect at the moment, yet by seeking he can do so, and discovers what he seeks. This he succeeds in doing by setting up many movements, until finally he excites one of a kind which will have for its sequel the fact he wishes to recollect. For remembering is the existence of a movement capable of stimulating the mind to the desired movement, and this, as has been said, in such a way that the person should be moved from within himself, i.e. in consequence of movements wholly contained within himself.’ (OM., 452a8-12) 10. ‘Persons are supposed to recollect sometimes by starting from ‘places.’ The cause is that they pass swiftly from one point to another …’ (OM., 452a14-15) 11. ‘The middle point among all things is a good starting point. …’ (OM., 452a17-19) . (shrink)

Hume describes “mental geography” as the endeavor to know “the different operations of the mind, to separate them from each other, to class them under their proper heads, and to correct all that seeming disorder, in which they lie involved, when made the object of reflection and enquiry.” While much has been written about his geography of thought in Treatise Book 1, relatively little has been written about his geography of feeling in Books 2 and 3, with the result (...) that there has been considerable puzzlement and disagreement about the meaning and grounds of many of his central theses about the passions, action, and morals. My endeavor in this chapter is to remove some common sources of perplexity about his classification of the operations of feeling “under their proper heads” in that work. I begin by explaining his three highest-level distinctions bearing on this terrain: that between impressions and ideas; that between original impressions and secondary impressions; and that between the passions and the other emotions. In order to understand this third distinction, I explain his three different senses of the term ‘emotion’ and the relations among them. I ill then examine five different kinds of secondary impressions that he recognizes. These are: (1) sensible agitations; (2) feelings of or from mental operations; (3) volitions; (4) the passions (including motives); and (5) sentiments of taste. The broad outlines of the resulting geography are mapped out in a chart at the end. (shrink)

Section 1 reviews Strawson’s logic of presuppositions. Strawson’s justification is critiqued and a new justification proposed. Section 2 extends the logic of presuppositions to cases when the subject class is necessarily empty, such as (x)((Px & ~Px) → Qx) . The strong similarity of the resulting logic with Richard Diaz’s truth-relevant logic is pointed out. Section 3 further extends the logic of presuppositions to sentences with many variables, and a certain valuation is proposed. It is noted that, given this (...) valuation, Gödel’s sentence becomes neither true nor false. The similarity of this outcome with Goldstein and Gaifman’s solution of the Liar paradox, which is discussed in section 4, is emphasized. Section 5 returns to the definition of meaningfulness; the meaninglessness of certain sentences with empty subjects and of the Liar sentence is discussed. The objective of this paper is to show how all of the above-mentioned concepts are interrelated. (shrink)

A classic analytic approach to biological phenomena seeks to refine definitions until classes are sufficiently homogenous to support prediction and explanation, but this approach founders on cases where a single process produces objects with similar forms but heterogeneous behaviors. I introduce object spaces as a tool to tackle this challenging diversity of biological objects in terms of causal processes with well-defined formal properties. Object spaces have three primary components: (1) a combinatorial biological process such as protein synthesis that generates objects (...) with parts that are modular, independent, and organized according to an invariant syntax; (2) a notion of “distance” that relates the objects according to rules of change over time as found in nature or useful for algorithms; (3) mapping functions defined on the space that map its objects to other spaces or apply an evaluative criterion to measure an important quality, such as parsimony or biochemical function. Once defined, an object space can be used to represent and simulate the dynamics of phenomena on multiple scales; it can also be used as a tool for predicting higher-order properties of the objects, including stitching together series of causal processes. Object spaces are the basis for a strategy of theorizing, discovery, and analysis in biology: as heuristic idealizations of biology, they help us transform inchoate, intractable problems into articulated, well-structured ones. Developing an object space is a research strategy with a long, successful history under many other names, and it offers a unifying but not overreaching approach to biological theory. (shrink)

Pantheism claims: (1) there exists an all-inclusive unity; and (2) that unity is divine. I review three current and scientifically viable ontologies to see how pantheism can be developed in each. They are: (1) materialism; (2) Platonism; and (3) class-theoretic Pythagoreanism. I show how each ontology has an all-inclusive unity. I check the degree to which that unity is: eternal, infinite, complex, necessary, plentiful, self-representative, holy. I show how each ontology solves the problem of evil (its theodicy) and provides (...) for salvation (its soteriology). I conclude that Platonism and Pythagoreanism have the most divine all-inclusive unities. They support sophisticated contemporary pantheisms. (Published Online February 17 2004). (shrink)

As Bhaskar (1989:1) argues, we need to take philosophy seriously because it underwrites both what constitutes science and knowledge and which political practices are deemed legitimate. At present, the field of educational research internationally is witnessing a pragmatist trend, whereby practical education research is carried out without reference to ontological and epistemological concerns. For David Reynolds, a leading UK school effectiveness academic, '[p]recisely because we did not waste time on philosophical discussion or on values debates, we made rapid progress' (1998:20). (...) Equally, for Teddlie, '[t]he orientation of many in the US is to do rather than to reflect […] In reality many practitioners are currently interested in what could work at their school […rather…] than in ruminations about social inequalities associated with different socioeconomic classes' (Teddlie and Reynolds 2000:27). The purpose of this chapter is not only to reclaim critical realist social philosophy for educational research, but also to reclaim reality from the positivist and statistical methodology that underpins School Effectiveness Research (SER) and to make clear the difference that realism makes by virtue of its critical explanatory power in unmasking the ideological nature of SER and its adoption by New Labour. (shrink)

Introduction: The Faculty of Medicine, University of Moratuwa, established during the COVID-19 pandemic, was compelled to conduct the teaching activities online for the first intake of students until their first bar examination. Online learning is known to be linked to several health issues. This study aims to explore the academic performance and perceived health effects related to online learning in the Faculty of Medicine, Moratuwa. Methods: A descriptive cross-sectional study was conducted among all 104 first-intake students using an anonymous online (...) self-administered questionnaire to explore health effects and academic performance after ethical clearance. Results: Out of 104 students, 82 students responded (response rate=78.85%). Majority participated from home using their own laptop (74.4%) and personal Wi-Fi (69.5%) and spent 5-10 hours daily for online academic activities (72%). Majority complained of related physical (86.6%), and psychological (81.7%) health issues: eye problems (69.5%), headache (47.6%), backache (43.9%), stress (46.3%) and concentration difficulties (45.1%). The first bar examination was cleared by 84.1% with the majority (52.4%) obtaining classes. There was a statistically significant positive association (p< .05) between physical and psychological health concerns with the average screen-time spent on academic activities, but not with the academic performance. There was also no statistically significant association between screen-time and academic performance. Conclusions: Majority of students using online learning had related physical and psychological health issues which were positively associated with the screen-time though not with academic performance. Designing online activities with less screen time may be considered as a strategy to minimise health effects related to online learning. (shrink)

Biosemiotics belongs to a class of approaches that provide mental models of life since it applies some semiotic concepts in the explanation of natural phenomena. Such approaches are typically open to anthropomorphic errors. Usually, the main source of such errors is the excessive vagueness of the semiotic concepts used. If the goal of biosemiotics is to be accepted as a science and not as a priori metaphysics, it needs both an appropriate source of the semiotic concepts and a reliable (...) method of adjusting them for biosemiotic use. Charles S. Peirce’s philosophy offers a plausible candidate for both these needs. Biosemioticians have adopted not only Peirce’s semiotic concepts but also a number of metaphysical ones. It is shown that the application of Peirce’s basic semiotic conceptions of sign and sign-process (semiosis) at the substantial level of biosemiotics requires the acceptance of certain metaphysical conceptions, i.e. Tychism and Synechism. Peirce’s method of pragmaticism is of great relevance to biosemiotics: 1. Independently of whether Peirce’s concepts are used or even applicable at the substantial level of biosemiotics, Peirce’s method remains valuable in making biosemiotics and especially in adjusting its basic concepts. 2. If Peircean semeiotic or metaphysics is applied at the substantial level of biosemiotics, pragmaticism is valuable in clarifying the meaning and reference of the applied Peircean concepts. As a consequence, some restrictions for the application of Peirce in biosemiotics are considered and the distinction of Peirce’s philosophy from the 19th century idealistic Naturphilosophie is emphasized. (shrink)

Traditionally, species have been treated as classes. In fact they may be considered individuals. The logical term “individual” has been confused with a biological synonym for “organism.” If species are individuals, then: 1) their names are proper, 2) there cannot be instances of them, 3) they do not have defining properties, 4) their constituent organisms are parts, not members. “ Species " may be defined as the most extensive units in the natural economy such that reproductive competition occurs among their (...) parts. Species are to evolutionary theory as firms are to economic theory: this analogy resolves many issues, such as the problems of “reality” and the ontological status of nomenclatorial types. (shrink)

How do people decide which claims should be considered mere beliefs and which count as knowledge? Although little is known about how people attribute knowledge to others, philosophical debate about the nature of knowledge may provide a starting point. Traditionally, a belief that is both true and justified was thought to constitute knowledge. However, philosophers now agree that this account is inadequate, due largely to a class of counterexamples (termed ‘‘Gettier cases’’) in which a person’s justified belief is true, (...) but only due to luck. We report four experiments examining the effect of truth, justification, and ‘‘Gettiering’’ on people’s knowledge attributions. These experiments show that: (1) people attribute knowledge to others only when their beliefs are both true and justified; (2) in contrast to contemporary philosophers, people also attribute knowledge to others in Gettier situations; and (3) knowledge is not attributed in one class of Gettier cases, but only because the agent’s belief is based on ‘‘apparent’’ evidence. These findings suggest that the lay concept of knowledge is roughly consistent with the traditional account of knowledge as justified true belief, and also point to a major difference between the epistemic intuitions of laypeople and those of philosophers. (shrink)