The Pomodoro technique is a timed-based strategy used in fighting procrastination and found to increase academic performance. However, its effect on academic learning in a synchronous remote learning modality has yet to be investigated. The study used a mixed triangulation semiexperimental design using a whole sample (N=46), following all ethical equivalence procedures. The genetics concept mastery of the students was tested using a researcher-made test. ANCOVA results revealed that students taught using Pomodoro yielded significantly better concept (...) class='Hi'>mastery in genetics than the lecture method. This study contributes to the evaluation of one science teaching strategy compatible with remote learning modality. (shrink)

As analysis of Kant’s account of virtue in the Lectures on Ethics shows that Kant thinks of virtue as a form of moral self-mastery or self-command that represents a model of self-governance he compares to an autocracy. In light of the fact that the very concept of virtue presupposes struggle and conflict, Kant insists that virtue is distinct from holiness and that any ideal of moral perfection that overlooks the fact that morality is always difficult for us fails (...) to provide an appropriate model of human virtue. No matter how morally good we are or become, virtue remains a disposition to do one’s duty from duty, out of necessitation by practical reason. Yet, even though finite rational beings require a power of self-constraint in accordance with the commands of duty to comply with the law (which we obey reluctantly), the virtuous agent displays a unified soul that is at peace. This picture of virtue uncovered from the Lectures on Ethics thus reveals the way in which Kant’s conception of virtue accords with his foundational commitments in his moral theory, while at the same time representing a more complex theory of moral character and a life lived in accordance with practical reason. (shrink)

The aim of this paper is to show that Shaftesbury’s thinking about liberty is best understood in terms of self-mastery. To examine his understanding of liberty, I turn to a painting that he commissioned on the ancient theme of the choice of Hercules and the notes that he prepared for the artist. Questions of human choice are also present in the so-called story of an amour, which addresses the difficulties of controlling human passions. Jaffro distinguishes three notions of self-control (...) that are present in the story of an amour. Although I agree with many aspects of Jaffro’s interpretation, I question his conclusion that self- control in the Stoic sense is best reserved for ‘moral heroes.’ I propose an alternative developmental interpretation, according to which all human beings are on an intellectual journey aimed at personal and moral improvement. My interpretation takes seriously that for Shaftesbury philosophy is meant to be practical and help improve our lives. I end by arguing that rather than trying to situate Shaftesbury’s concept of liberty within debates among compatibilists and incompatibilists it is more promising to understand it in terms of self- mastery and thus regard it as a version of positive liberty. (shrink)

Aesthetic non-cognitivists deny that aesthetic statements express genuinely aesthetic beliefs and instead hold that they work primarily to express something non-cognitive, such as attitudes of approval or disapproval, or desire. Non-cognitivists deny that aesthetic statements express aesthetic beliefs because they deny that there are aesthetic features in the world for aesthetic beliefs to represent. Their assumption, shared by scientists and theorists of mind alike, was that language-users possess cognitive mechanisms with which to objectively grasp abstract rules fixed independently of human (...) responses, and that cognizers are thereby capable of grasping rules for the correct application of aesthetic concepts without relying on evaluation or enculturation. However, in this article I use Wittgenstein’s rule-following considerations to argue that psychological theories grounded upon this so-called objective model of rule-following fail to adequately account for concept acquisition and mastery. I argue that this is because linguistic enculturation, and the perceptual learning that’s often involved, influences and enables the mastery of aesthetic concepts. I argue that part of what’s involved in speaking aesthetically is to belong to a cultural practice of making sense of things aesthetically, and that it’s within a socio-linguistic community, and that community’s practices, that such aesthetic sense can be made intelligible. (shrink)

This paper examines the concept of liberty at the heart of Sarah Chapone’s 1735 work, The Hardships of the English Laws in Relation to Wives. In this work, Chapone (1699-1764) advocates an ideal of freedom from domination that closely resembles the republican ideal in seventeenth and eighteenth- century England. This is the idea that an agent is free provided that no-one else has the power to dispose of that agent’s property—her “life, liberty, and limb” and her material possessions—according to (...) his arbitrary will and pleasure, without being accountable to the law. This paper shows how Chapone uses this ideal to ground her arguments against those laws that put married women in a worse condition than slavery, and to call for the establishment of reasonable and just safeguards for a woman’s personal property and property in her children. More than this, it is argued, in this text Chapone articulates a feminist ideal that is both negative freedom from domination and positive freedom to be one’s own master or arbiter. Her work thus occupies a unique—and hitherto unrecognized—place in the history of feminist philosophy. (shrink)

The hermeneutic pragmatism explored in this article timely examines how “post-truth” claims over-estimate semantic freedoms while at the same time underestimating semantic and pre-semantic restraints. Such pragmatism also timely examines how formalists err by committing the reverse errors. Drawing on insights from James, Peirce, Putnam, Rorty, Gadamer, Derrida, and others, such hermeneutic pragmatism explores (1) the necessary role of both internal and objective experience in meaning, (2) the resulting instrumental nature of concepts required to deal with such experience, (3) the (...) related need for workability to apply to the “the collectivity of experience’s demands, nothing being omitted,” (4) the inherent role of morality and other norms in measuring such workability, (5) the semantic as well as experiential nature of our workable realities, (6) the semantic freedoms involved in constructing, framing, and retaining our workable realities and concepts, and (7) the semantic, pre-semantic, and other restraints on constructing, framing, and retaining our workable realities and concepts. -/- Such hermeneutic pragmatism also introduces Eunomia, a real-world alternative to Dworkin’s superhuman judge Hercules. Named after the Greek goddess of good order, the human Eunomia represents the reasonable judge excellently versed in (among other things) legal theory, legal practice, linguistics, and philosophy of language. Additionally, in its appendices, this article surveys the pragmatic restraints of “implementives” and provides a detailed overview of pragmatic “workability” restraints for both law and fact. -/- (By “sense” the title of this article means not only “meaning conveyed or intended” but also “capacity for effective application of the powers of the mind as a basis for action or response.” See Sense, MERRIAM-WEBSTER’S COLLEGIATE DICTIONARY (11th ed. 2014) “Workable” has the broad meaning discussed in Sections II, IV, and Appendix C of the Article, and "good" is further explored in the section on Eunomia, namesake of the Greek goddess of good order.) -/- Keywords: Pragmatism, Hermeneutic, Truth, Rule of Law, William James, C.S. Peirce, Hilary Putnam, Richard Rorty, Gadamer, Habermas, Derrida, Lon Fuller, H.L.A. Hart, Post-truth, Postmodernism, Trump, Rhetoric, Meaning, Interpretation, Metaphor, Category, Lifeworld, Formalism, Framing, Deconstruction. (shrink)

Over the past decade or so, David Papineau has given an account of the content and motivation of a physicalist conception of the world with more thoroughness and argumentative defence than many physicalists have thought necessary. In doing this, he has substantially advanced the debate on physicalism, and physicalists and non-physicalists alike should be grateful to him.1 At the heart of Papineau’s defence of physicalism in his recent book (2002) is his theory of phenomenal concepts. Like many physicalists, Papineau diagnoses (...) the apparent threats to physicalism posed by the phenomena of consciousness by locating the source of anti-physicalist intuitions in features of our thinking rather than in non-physical features of reality. But what is new in Thinking About Consciousness is his detailed account of which features of our thinking it is that generate these supposedly confused anti-physicalist arguments. Hence the bulk of the book is an attempt to show that the most famous ‘consciousness-based’ anti-physicalist arguments—the knowledge argument, the zombie argument and the explanatory gap argument—rest on a mistaken understanding of certain kinds of concepts: phenomenal concepts. I agree with Papineau that physicalism (properly understood) should not be troubled by the knowledge argument and the explanatory gap argument, and that some other anti-physicalist arguments seem to move from assumptions about ways of thinking to conclusions about reality. But I doubt whether his theory of phenomenal concepts can help his defence of physicalism and his diagnosis of the errors of dualism. My reason for saying this is that I do not think there are any such concepts. In saying this I do not mean to deny that there is a useful distinction to be made between scientific concepts, the mastery of which requires knowledge of a certain amount of theory, and concepts which are acquired on the basis of experience, which can be called ‘phenomenal’ concepts. (shrink)

This paper argues that knowledge of what it’s like varies along a spectrum from more exact to more approximate, and that phenomenal concepts vary along a spectrum in how precisely they characterize what it’s like to undergo their target experiences. This degreed picture contrasts with the standard all-or-nothing picture, where phenomenal concepts and phenomenal knowledge lack any such degreed structure. I motivate the degreed picture by appeal to (1) limits in epistemic abilities such as recognition, imagination, and inference, and (2) (...) the semantics of ‘knows what it’s like’ expressions. I argue that approximate phenomenal knowledge cannot be explained merely via determinable or vague phenomenal concepts. I develop a framework for systematizing approximate knowledge of phenomenal character. And I explain how my view challenges some standard assumptions about the acquisition conditions, requirements for mastery, and referential mechanisms of phenomenal concepts. (shrink)

This dissertation contains four independent essays addressing a cluster of related topics in the philosophy of mind. Chapter 1: “Fundamentality Physicalism” argues that physicalism can usefully be conceived of as a thesis about fundamentality. The chapter explores a variety of other potential formulations of physicalism (particularly modal formulations), contrasts fundamentality physicalism with these theses, and offers reasons to prefer fundamentality physicalism over these rivals. Chapter 2:“Modal Rationalism and the Demonstrative Reply to the Master Argument Against Physicalism” introduces the Master Argument (...) Against Physicalism and investigates its crucial premise: the inference from an a priori gap between the physical and consciousness to a lack of necessitation between the two. I argue against the strong form of modal rationalism that underwrites the master argument and offer a more moderate rationalist view. I offer a novel demonstrative reply to the master argument, according to which a connection between conscious experience and demonstratives, not dualism, is the source of the epistemic gap between consciousness and the physical. Chapter 3: “Conceptual Mastery and the Knowledge Argument” argues that Frank Jackson’s famous anti-physicalist knowledge argument featuring Mary, a brilliant neuroscientist raised in a black and white room, founders on a dilemma. Either (i) Mary cannot know the relevant experiential truths because of trivial obstacles that have no bearing on the truth of physicalism or (ii) once the obstacles have been removed, Mary can know the relevant truths. Chapter 4: “Toward a Theory of Conceptual Mastery” investigates the question “Under what conditions does a thinker fully understand, or have mastery of, a concept?” I argue against three views of conceptual mastery, according to which conceptual mastery is a matter of holding certain beliefs, being disposed to make certain inferences, or having certain intuitions. I propose and respond to objections to my own “meaning postulate view” of the conditions under which a thinker has mastery of a concept. (shrink)

Many claims about conceptual matters are often represented as, or inferred from, claims about the meaning, reference, or mastery, of words. But sometimes this has led to treating conceptual analysis as though it were nothing but linguistic analysis. We canvass the most promising justifications for moving from linguistic premises to substantive conclusions. We show that these justifications fail and argue against current practice (in metaethics and elsewhere), which confuses an investigation of a word’s meaning, reference, or competence conditions with (...) an analysis of some concept or property associated with that word. (shrink)

In this paper, I argue that the concept of culture industry developed by Max Horkheimer and Theodor W. Adorno had a decisive influence on Jean Godefroy Bidima’s critique of black African modernity. Drawing on some of his writings, I seek to demon- strate how Bidima’s philosophical endeavor inherits the concept of culture industry and applies it to the modern context of black Africa, where it is transformed into the concept of colonial industry. In both cases, the same (...) critical perspective is at play, namely to formulate a broad critique of how cultural products (artworks in Horkheimer and Adorno, and philosophy in Bidima) are deprived of their substance to align with the mystification of the masses. The critique of the culture industry, which serves in Adorno as a fundamental criticism of the production of modern art and its decadence into mass production serves, revisited in Bidima, as a critique of the modern black African philo- sophical discourse. With the light provided by this connection, I propose a rereading of Bidima’s critique of Fabien Eboussi Boulaga, the latter being presented as a promoter of a “discourse of mastery” in black African modern philosophy. (shrink)

According to the fitting attitude (FA) analysis of value concepts, to conceive of an object as having a given value is to conceive of it as being such that a certain evaluative attitude taken towards it would be fitting. Among the challenges that this analysis has to face, two are especially pressing. The first is a psychological challenge: the FA analysis must call upon attitudes that shed light on our value concepts while not presupposing the mastery of these concepts. (...) The second challenge is normative: the FA analysis must account for the fittingness of the relevant attitudes in terms of a kind of normativity intimately related to these attitudes, but again without presupposing the mastery of the relevant value concepts. In this paper, we show that real progress is possible if we pay close attention to the nature of the attitudes recruited by the analysis. More specifically, we claim that an FA analysis that appeals to emotions conceived as evaluative attitudes — as opposed to, for instance, evaluative judgements or evaluative perceptions — has the best prospects of meeting the two challenges and of putting the FA analysis on a strong footing. (shrink)

We use psychological concepts (e.g., intention and desire) when we ascribe psychological states to others for purposes of describing, explaining, and predicting their actions. Does the evidence reported by Knobe show, as he thinks, that moral evaluation shapes our mastery of psychological concepts? We argue that the evidence so far shows instead that moral evaluation shapes the way we report, not the way we think about, others' psychological states.

This paper discusses two thinkers who locate the possibility of revolutionary historical change in political projects oriented toward the formation of subjects and cultivation of sensibility. I begin by considering the relationship between historical violence and education in the works of Walter Benjamin. After introducing the provocative association of education with divine violence found in “Toward the Critique of Violence,” I expand on Benjamin’s conception of pedagogical force. Highlighting the centrality of education in Benjamin’s early work, I argue that his (...) account of learning does not depend on the mastery of students by teachers, nor more generally on the mastery of objective reality by a sovereign subject, but on the mastery of the educational relationship by tradition. Drawing on W.E.B. Du Bois’ discussion of the abolition of slavery, I close by describing the revolutionary cultivation of sensibility as a dynamic and collectively achieved mode of historical learning. (shrink)

We provide a cognitive analysis of how children represent belief using mental files. We explain why children who pass the false belief test are not aware of the intensionality of belief. Fifty-one 3½- to 7-year old children were familiarized with a dual object, e.g., a ball that rattles and is described as a rattle. They observed how a puppet agent witnessed the ball being put into box 1. In the agent’s absence the ball was taken from box 1, the child (...) was reminded of it being a rattle, and emphasising its being a rattle it was put back into box 1. Then the agent returned, the object was hidden in the experimenter’s hands and removed from box 1, described as a ‘‘rattle,” and transferred to box 2. Children who passed false belief had no problem saying where the puppet would look for the ball. However, in a different condition in which the agent was also shown that the ball was a rattle they erroneously said that the agent would look for the ball in box 1, ignoring the agent’s knowledge of the identity of rattle and ball. Their problems cease with their mastery of second-order beliefs. Problems also vanish when the ball is described not as a rattle but as a thing that rattles. We describe how our theory can account for these data as well as all other relevant data in the literature. (shrink)

Despite his rejection of the metaphysical conception of freedom of the will, Nietzsche frequently makes positive use of the language of freedom, autonomy, self-mastery, self-overcoming, and creativity when describing his normative project of enhancing humanity through the promotion of its highest types. A number of interpreters have been misled by such language to conclude that Nietzsche accepts some version of compatibilism, holding a theory of natural causality that excludes metaphysical or “libertarian” freedom of the will, while endorsing morally substantial (...) alternative conceptions of freedom, autonomy, and responsibility. I argue to the contrary that although Nietzsche’s rejection of... (shrink)

The essay reflects on Gadamer’s ambiguous legacy for the philosophy of work. On the one hand, there are times when Gadamer reproduces the problematic distinction between language and labor which short-circuits the very idea of a hermeneutics of work. This is particularly evident in Gadamer’s reflections on technique and craftsmanship in the central sections of Truth and Method, as well as in his descriptions of the “art” of dialogue and the tasks of hermeneutics that separate them emphatically them from the (...) sphere of “making.” I raise some questions about the adequacy of the distinction Gadamer draws between techne and phronesis that structures this account. I argue here that Gadamer’s characterization of the learning process involved in the mastery of a technique, as well as his conception of the instrumentality and monologicality of technical knowledge, is difficult to sustain, especially in view of recent research in the psychology and anthropology of work. I then go on to point out that elsewhere in his oeuvre Gadamer himself is critical of the conception of work that emerges through the lens of the techne / phronesis distinction. Indeed, on these occasions he hints at a conception of work that points beyond the Arendt / Habermas conception towards a critical hermeneutics of working life. This alternative approach to work is particularly apparent in Gadamer’s appropriation of Hegel’s dialectic, in his understanding of play, and in some of his later diagnostic reflections on the spirit of the age. In section four, I offer some suggestions for explaining how the tensions evident in Gadamer’s approach to work came about. Here I am interested in what prevented Gadamer from embracing whole-heartedly the project of a hermeneutics of work that he himself helped to lay the foundations for. I conclude with some brief remarks on why we should seek to build upon these foundations and renew the project of a critical hermeneutics of work today. (shrink)

There is widespread recognition at universities that a proper understanding of science is needed for all undergraduates. Good jobs are increasingly found in fields related to Science, Technology, Engineering, and Medicine, and science now enters almost all aspects of our daily lives. For these reasons, scientific literacy and an understanding of scientific methodology are a foundational part of any undergraduate education. Recipes for Science provides an accessible introduction to the main concepts and methods of scientific reasoning. With the help of (...) an array of contemporary and historical examples, definitions, visual aids, and exercises for active learning, the textbook helps to increase students’ scientific literacy. The first part of the book covers the definitive features of science: naturalism, experimentation, modeling, and the merits and shortcomings of both activities. The second part covers the main forms of inference in science: deductive, inductive, abductive, probabilistic, statistical, and causal. The book concludes with a discussion of explanation, theorizing and theory-change, and the relationship between science and society. The textbook is designed to be adaptable to a wide variety of different kinds of courses. In any of these different uses, the book helps students better navigate our scientific, 21st-century world, and it lays the foundation for more advanced undergraduate coursework in a wide variety of liberal arts and science courses. Selling Points Helps students develop scientific literacy—an essential aspect of _any_ undergraduate education in the 21 st century, including a broad understanding of scientific reasoning, methods, and concepts Written for all beginning college students: preparing science majors for more focused work in particular science; introducing the humanities’ investigations of science; and helping non-science majors become more sophisticated consumers of scientific information Provides an abundance of both contemporary and historical examples Covers reasoning strategies and norms applicable in all fields of physical, life, and social sciences, _as well as_ strategies and norms distinctive of specific sciences Includes visual aids to clarify and illustrate ideas Provides text boxes with related topics and helpful definitions of key terms, and includes a final Glossary with all key terms Includes Exercises for Active Learning at the end of each chapter, which will ensure full student engagement and mastery of the information include earlier in the chapter Provides annotated ‘For Further Reading’ sections at the end of each chapter, guiding students to the best primary and secondary sources available Offers a Companion Website, with: For Students: direct links to many of the primary sources discussed in the text, student self-check assessments, a bank of exam questions, and ideas for extended out-of-class projects For Instructors: a password-protected Teacher’s Manual, which provides student exam questions with answers, extensive lecture notes, classroom-ready Power Point presentations, and sample syllabi Extensive Curricular Development materials, helping any instructor who needs to create a Scientific Reasoning Course, ex nihilo. (shrink)

According to recent scholarship, Kant’s "An Answer to the Question: What is Enlightenment?" and the introductory section to "The Conflict of the Faculties" are masterpieces of philosophical rhetoric. The philosophical significance of these texts lies in establishing the free public use of reason as a tool to discipline political power through pure practical reason, and the rhetorical mastery consists in presenting the free public use of reason as a means to satisfy the ruler’s pragmatic practical reason. Elaborating on this (...) interpretation, I flesh out three further aspects of the writings in question. First, I examine the four types of arguments that Kant crafts in defence of the public use of reason and show how their pragmatic practical character is fully in keeping with the foundation of politics on pure practical ideas. Second, contrasting Kant’s notion of the public use of reason with the classical liberal conception of free speech, I argue that the distinctive character of Kant’s notion of the public use of reason consists in adding to the liberal demand for freedom from state censorship the requirement of the self-discipline of the participants in the public use of reason. Third, I contend that Kant’s notion of the public use of reason goes beyond a mere non-coercive discursive procedure and conclude that, to qualify as public in the distinctive Kantian sense, publicly presented positions must uphold theoretical and moral criteria informed by critical philosophy. (shrink)

Recent work on the imagination has stressed the epistemic significance of imaginative experiences, notably in justifying modal beliefs. An immediate problem with this is that modal beliefs appear to admit of justification through the mere exercise of rational capacities. For instance, mastery of the concepts of square, circle, and possibility should suffice to form the justified belief that a square circle is not possible, and mastery of the concepts of pig, flying, and possibility should suffice to form a (...) justified belief that a flying pig is possible. It is thus unnecessary to try to imagine a square circle or a flying pig to justify these beliefs. In this paper, I consider three ways to defend the epistemic role of imagination in modal epistemology against this challenge. One claims that modal beliefs simply admit of justification by two separate sources: rational capacities and imaginative experience. Another holds that while beliefs about logical or conceptual modality can be justified entirely by rational capacities, beliefs about metaphysical modality require imaginative experiences. The third, which I defend, is the idea that imagination is relevant in the first instance not to modal knowledge but to modal understanding: even where imaginative experience is unnecessary for the justification of modal beliefs, it is indispensable for directly grasping certain modal propositions. (shrink)

We experience our encounters with the world and others in different degrees of intensity – the presence of things and others is gradual. I introduce this kind of presence as a ubiquitous feature of every phenomenally conscious experience, as well as a key ingredient of our ‘feeling of being alive’, and distinguish explanatory agendas that might be relevant with regard to this phenomenon (1 – 3). My focus will be the role of the body-brain nexus in realizing these experiences and (...) its treatment in recent accounts of the bodily constitution of experience. Specifically, I compare a sensorimotor approach to perceptual presence that focuses on properties of the moving body (O’Regan 2011; Noë 2012) with a more general enactivism that focuses on properties of the living body (Thompson 2007). First, I develop and discuss a theory of access derived from sensorimotor theory that might be suited to explain the phenomenon of gradual presence. This is a theory that sees the mastery of sensorimotor, bodily engagements with the world as key elements in setting up a phenomenal experience space. I object that in current versions of sensorimotor theory the correlation posited between presence and changes in the subject’s physical relation to the environment is too rigid. Nevertheless I defend the claim that gradual presence is constituted by our temporally extended engagement with the environment (4 – 7). Second, I consider some objections stemming from enactivism with regard to self-regulatory properties of the living body and the phenomenological claim that the organism’s value-laden relations with its environment have to be included in the theory. I will show that the latter is a necessary amendment to sensorimotor theory and its concept of gradual presence (8-10). (shrink)

Will I die? As a hypothesis, in my natural scientific understanding, the psyche, is nothing more than, and exclusively just some states of my living brain – I will die as a result of his death. -/- In presented answer, psyche – itself own immediate reality itself, that is – undoubted. -/- This work was performed in reality “in the first person” (“subjective reality”, “phenomenal consciousness”). To realize, how, what it is the reality of the “in the first person” let’s (...) imagine ourselves as an experimenter, who does not replace reality with reasoning about it. – Now for us, as experimenters, how (what it is) psychic is an immediate and undoubted reality. And the awareness of “I am” is a direct reality, and not knowledge about it, which is always doubtful. That is, in psychic reality, nothing prevents us from answering undoubtedly and definitively the question, asked by this psychic reality itself about itself. The author acts from the position of “being in reality – not going beyond its limits, for example, into philosophy” (philosophy, including methodology, is the replacement of reality itself with always dubious reasoning about reality) – explores phenomenal consciousness (“psychic”) directly and as an immediate reality. That is, this work is the mastery of psychic reality through subjective-psychical experimentation – don’t philosophize, but experiment! -/- For example, Descartes, introspectively experimenting in his own psyche reality with his own psyche, informed us about the immutability of the “mind” and proposed to understand this immutability as our own immortality: “the mind does not represent any combination of accidents, it is a pure substance, and although all its accidents are subject to change, it understands some things, it desires others or feels others, etc. – nevertheless, in itself it does not change; and as for the human body, it changes, if only because they are subject to a change in the shape of some of its parts. It follows from this that the body perishes very easily, while the mind, by its very nature, is immortal” (Декарт Р., p. 13). Note that, Descartes did not realize that he was immortal, but logically deduced his own immortality from the immutability of the mind. However, Descartes’ unchanging “mind” itself is such that there is something to die. And in my natural scientific understanding, the immutability of the mind does not imply its immortality – it will die without changing in its subjective self-perception, while instantly fading away as a result of brain death. Psyche (psychical) – a designation of the fact that this is one’s own immediate reality (that is, undoubtedly) – how (what) I myself am immediately, undoubtedly, and that immediate reality of mine, how and through which I myself and everything in general for me there is, and which is exclusively the only one for me. It should be noted that while I am unconscious (brain injury or dreamless sleep), there is nothing at all. -/- But this does not mean that “I”, having completely gone into oblivion, I'll die. This does not exclude that, I will disappear completely into oblivion and does not exist, but (at the same time) “I” – am. So, let’s define immortality as the impossibility of dying because there is nothing to die (psychic, but is such that there is nothing to die – is immortal) and will make a conclusion important for this work: if I am, as psyche, exclusively only is such that there is something to die and nothing else, then, therefore, my death is not excluded. But am I like that? The idea of this work is that I, as a psyche can to manifest (reveal) and realize myself as such (I such), that there is nothing to die, but (at the same time) I – am. I will realize of myself as immortal – such that to die (to decease) nothing. In other words, if I will approach with a bias and, acting purposefully, will reveal the subjective reality “I (psyche) such is that to die (to decease) nothing, but I – am”, that is – I am immortal, that the hypothesis “I will die” will falsified and excluded. -/- To realize this in the work, it is proposed to use the subject-object model, shift the boundary of “I” to the pole of the subject and become objectless, manifesting (revealing) oneself as such that there is nothing to die. Therefore, the aim (goal) of the work – to realize: I – am, but such that there is to die (decease) nothing. To become objectless and wondering about the possibility to dying, as a result, or I will exclude the immortality of the manifested state, or I will manifest (will reveal) immortal undoubtedly and definitively. -/- At the same time, I, as a subject, am “a necessary pole of subject-object relations. … An object is what the activity of … a subject is directed at. … In fact, everything that exists can become an object. … it is important to keep in mind the fundamental fact that the object is always outside the subject, does not merge with it. This externality also takes place when the subject deals with the states of his own consciousness, his Self ... it is important to emphasize that the relation of the subject and the object is not the relation of two different worlds, but only two poles as part of some unity” (Лекторский В.А., p. 6-7). That is, everything that I find existing in myself, this (such) is as an object. “The subject always refers to all “objects”, but it can never become an object for itself” (Титлин Л.И., p. 23). “… you will not be able to see the seeing vision ...” (Титлин Л.И., p. 40), and in this model this implies the “limit” of the subject. As the limit of the subject, I am “objectless”. And, therefore, in its own pole the subject is “ideal” – in its (own) limit (as its own limit, its own limit), I do not exist for myself (non-existent). -/- Using the “fact of the mobility of the boundaries of the subject” (for example, Тхостов А.Ш., p. 16), I have the opportunity to “pull” the boundary of the “I” into myself and become my own limit. At the same time, it is necessary to realize and accept that “inside” the limit of the subject and behind – “beyond of the subject”, and in general the very “inside” and “behind” in this version – unreality. In such a subject limit, the required paradoxical subjective state is assumed – I exist and see, but at the same time I am such that I do not exist for myself, that is, I am, but (subjectively such that) there is nothing to die (“immortality”). -/- Accordingly, the following tasks are indicated in the experiment: 1. In the object-subject sphere of visual perception, shift (and shift) the boundary of “I” into oneself –» to run into one’s own limit and become one’s own limit (without thickness: without depth, without “from within” and without reverse side) –» 2. Having become your own limit, which in its own limit is, but for myself I do not exist (non-existent), realize: • Myself – I am and this is real; • Will I die? – or there is nothing to die, which of the options is to me, as a psyche (as itself the psychic “I”), is applicable: • or I am such that it is not impossible that I will die, and the realized state is not immortal; • or “I” am such that “I” – am (is reality), but such that myself “I” to die nothing, that is, my own immortality – I am immortal; • Is this real? -/- Instruction for reproducing the target result: sequence of actions and results in a subjective-psychic experiment (hereinafter referred to as SPE) -/- At a distance of 25-40 cm from the wall (so that the wall occupies the entire field of view or its overwhelming part), • Here and now, focus on your face: “I am” – reality (and not is the knowing about it). • In yourself step back and look out of yourself at this wall. • Without moving your head, cover the field of vision with your attention as wide as possible and at the same time perceive everything at once (all this) as a single whole. • Perceive a high and wide wall (option: look up at an angle of 135-150 degrees in front of you) in such a way that the space (volume) surveyed by you without turning your head is a closed asymmetrical “lens” • limited in a circle in the periphery of the field of view, • convex in you; You – the beholder, rearwards concave in self (“subject”) – which one of you are watching? • Without moving your head, perceive the field of view as a single whole –» • Into yourself “draw in” –» “backing away” –» step back from everything –» • lean back into yourself –» up to dead-end limit –» • become a dead end itself – a concave (reflector-like) limit-plane. • You – into yourself – backward concave – a perceiving visual screen (limit-dead end), plane –» • lean back and press –» • something in general somehow inside the dead-end plane and behind the dead-end plane, as well as “inside” and “behind”, “behind the dead-end plane” – unreality; • myself – a dead-end plane without thickness (depth), without “inside”, without a reverse side for oneself. • –» That is, as a psychic reality (what is it psychically) will I die? –» or • Something there is, and that is I will die (it is possible); or • I am such that there is nothing to die, but I – am. or • Subjective-psychic experiment is incomplete… • –» Realize that this is reality (realize the reality of it) and emphasize (answer). -/- As a result, “I” am, but there is nothing to die/not to die, that is, the hypothesis “I will die” is unrealistic. -/- Remarks -/- • Each completed SPE is completed with the target result: “I am such that there is nothing to die, but I – am”. And the that what I will die (not excluded) does not correspond to this, that is unreality and is excluded by this. • But I am not such that I will not die. The concepts “I will die/ I will not die” to me, as a psyche are not applicable. That is, I, as a psyche, is immortal, but I am not eternal (not eternal – endlessly lasting, such that there is something to last) – to last, to be eternal and to end there is nothing. This is “immortality”. • In the target result of this work, I – am, but such that there is nothing to die/not die (“immortality”). And such a “I” is not the Atman of the Hindu schools of Nyaya, Vaisheshika and Purva Mimamsa, which E.A. Torchinov. Since the “I” – psychic, and not a substance with the psyche as an attributes. • According to illusionism, what I am as a result of the experiment given in the work is an illusion. And the impression of immortality is a product of the brain. But in reality I am such that I will die (it is not excluded). However, it is necessary to realize that illusionism is a detached reasoning about the “I”, but not is the self itself. And to what I am (as psiche), reasoning and questions about the reality of the “I” (for example, question: am I really like this, what am I like as psyche?) and other expressing illusionism do not correspond. That is, subjectively (psychic, in the psychic reality of the “first person”, in first person perspective), the illusionism of the “I” is unreality. Subjectively (psychic, in the psychic reality of the “first person”, in first person perspective), this is undeniable and final. • Reasoning about what such a “I” is in this (mine) or not in this brain, as well as (for example, holding a real skull in my hands), questions like “how (or, but now where is it here) such “I” – how is it after brain death?” – To the fact that is such an “I” these questions do not correspond and is falsified by this. • After being unconscious, the impression remains that I'm is not and that there is nothing at all. That is, my “unconsciousness” is psychic indistinguishable from my non-existence. However, science has not shown, but and it is not excluded that before and after I exist physically (there is something to die), I still or I no longer exist, there is still or nothing to die as a soul, substance, or otherwise. But what I am in the target result of this work is what I – am, and not “died and already now or still unreality” and I am such that there is nothing to die, this is – reality. That is, I will die? – there is nothing (to die), but I – am (reality), even if I am not (don’t exist). Or I do not exist as something. • I am such that there is nothing to be and die, but I am. And subjectively (psychic, in the psychic reality of the “first person”, in first person perspective), this immortality is – reality. But this reality eludes my rational explanation. -/- Conclusion -/- Will I die? – In the target result the I am, but at the same time I am such that there is nothing to die. That is, I am immortal, but at the same time, I am not eternal (“I” not something eternal (endlessly continuing)) – I am such that to be eternal there is nothing. And, if we accept the subjective (psychic, “first person”, in first person perspective) reality without trying to understand it rationally, then I am exactly like that – I realize that this is my undoubted nature. That is, “I will die / I will not die” is an unreality. Subjectively (psychic, in the psychic reality of the “first person”, in first person perspective), it is undoubted and final. Despite the unscientific nature, this work is a way of mastering reality. The author would be grateful for the identified and shown unreality of the fact that the “I” – am, but such that there is nothing to die, and ideally, the awareness: “I will die (not excluded).” -/- Bibliography -/- Декарт Р., Размышления о первой философии //Декарт Р. Соч.: В 2 т. Т. 2. М., 1994. Лекторский В.А. Субъект в истории философии: проблемы и достижения // Методология и история психологии. 2010. Том 5. Выпуск 1. С. 5-18. Титлин Л.И. Проблема субъекта в индийской философии («Пудгалавинишчая» Васубандху) [Текст] / [Л. И. Титлин]; Федеральное государственное бюджетное учреждение науки Институт философии Российской академии наук. – Москва: ОнтоПринт: Сделано-Сказано, 2018. – 361, [1] с. Тхостов A. Ш. Культурно-историческая патопсихология: монография, – М.: Канон+ РООИ «Реабилитация», 2020. – 320 с. Торчинов Е.А. «Словарик индуизма» (Дата написания: 2003; дата файла: 15.06.2007). Торчинов Е.А. Пути философии Востока и Запада: познание запредельного — СПб.: «Азбука-классика», «Петербургское Востоковедение», 2005. — 480 с. ISBN 5-352-01371-5 (Азбука-классика) ISBN 5-85803-258-3 (Петербургское Востоковедение). -/- Скончаюсь? – я бессмертен (как осознать бессмертие «от первого лица») -/- Скончаюсь? В качестве гипотезы в моем естественно-научном понимании психическое (каково психически), это не более чем, и исключительно только всего лишь некоторые состояния моего живого мозга – скончаюсь в результате его смерти. -/- В представленном ответе психическое – сама собственная непосредственная реальность, то есть, то, каково психически, это – несомненно. -/- Данная работа выполнена в реальности «первого лица» («субъективная реальность», «феноменальное сознание»). Чтобы осознать то, как, каково это, представим себя экспериментатором, который не подменяет реальность рассуждениями о ней. – Теперь для нас, как экспериментаторов, то, как (каково) психически, это непосредственная и несомненная реальность. И осознание «я есть», это непосредственная реальность, а не знание об этом, которое всегда сомнительно. То есть, в психической реальности, на вопрос, заданный самой этой психической реальностью самой себе о себе самой, нам ничто не запрещает ответить несомненно и окончательно. Автор действует с позиции «быть в реальности – не выходить за ее пределы, например, в философию» (философия, включая методологию, это подмена самой реальности всегда сомнительными рассуждениями о реальности) – исследует феноменальное сознание («психическое») непосредственно и в качестве непосредственной реальности. То есть, данная работа, это овладение психической реальностью посредством субъективно-психического экспериментирования – не философствуй, а экспериментируй! -/- Например Декарт, интроспективно экспериментируя в собственной психической реальности с собственным психическим, сообщил нам о неизменности «ума» и предложил эту неизменность понять в качестве нашего собственного бессмертия: «ум не представляет какого-то соединения акциденций, являет собой чистую субстанцию и, хотя все его акциденции подвержены изменению — он то понимает какие-то вещи, то желает другие или чувствует третьи и т.д.,— тем не менее сам по себе он не изменяется; а что касается тела человека, то оно изменяется хотя бы уже потому, что подвержены изменению формы некоторых его частей. Из этого следует, что тело весьма легко погибает, ум же по самой природе своей бессмертен» /Декарт Р., стр. 13. Заметим, Декарт не осознавал себя бессмертным, а логически вывел собственное бессмертие из неизменности ума. Однако, неизменный «ум» Декарта таков, что скончаться есть чему. А в моем естественно-научном понимании из неизменности ума не следует его бессмертие – он, не изменяясь в своем субъективном само-восприятии, при этом мгновенно угаснув в результате смерти мозга, скончается. Психически (психическое) – обозначение того, что это сама собственная непосредственная реальность (то есть – несомненно) – то, как (каково) я сам непосредственно, несомненно, и та моя непосредственная реальность, как и посредством чего я сам и всё вообще для меня есть, и которое для меня исключительно единственное. Следует заметить, что пока бываю без сознания (травма мозга или сон без сновидений), ничего и никак нет вообще. -/- Но это не значит, что «я» ушедши в небытие окончательно – скончаюсь. Этим не исключено, что таковой ушедший в небытие «я» не существую, но (при этом) есть. Итак, определим бессмертие, как невозможность скончаться потому, что скончаться нечему (например, если «умерший» психически есть, но уже таков, что скончаться больше нечему, то теперь он бессмертен) и сделаем важный для данной работы вывод: если психически я исключительно только таков, что скончаться есть чему и ни каков иначе, то, следовательно, то, что скончаюсь, это не исключено. Но таков ли я? Идея данной работы в том, что мне удастся проявить (выявить) и осознать себя таковым (я таков), что скончаться нечему, но (при этом) я есть. Иначе выражаясь, если я подойду предвзято и действуя целеустремленно, выявлю субъективную реальность «я есть, но таков, что скончаться нечему» – то смерть мне, как психическому несвойственна, то есть, я бессмертен – гипотеза возможности субъективно скончаться («я скончаюсь») будет фальсифицирована и исключена. -/- Чтобы это реализовать в работе предлагается воспользоваться субъект-объектной моделью, сдвинуть границу «я» в полюс субъекта и стать безобъектным, проявившись (выявившись) собой таковым, что скончаться нечему. Следовательно, цель работы – осознать: я таков, что есть, но скончаться нечему. Стать безобъектным и задаваясь вопросом о возможности скончаться, или исключу бессмертие проявленного состояния, или проявлюсь (выявлюсь) бессмертным несомненно и окончательно. -/- При этом, я, как субъект, являюсь «необходимым полюсом субъектно-объектных отношений. … Объект – то, на что направлена активность … субъекта. … В действительности объектом может стать все, что существует. … важно иметь в виду тот принципиальный факт, что объект всегда внеположен субъекту, не сливается с ним. Эта внеположность имеет место и тогда, когда субъект имеет дело с состояниями собственного сознания, своим Я … важно подчеркнуть, что отношение субъекта и объекта – это не отношение двух разных миров, а лишь двух полюсов в составе некоторого единства» /Лекторский В.А., стр. 6-7. То есть, всё, что нахожу в себе существующим, это (таковое) есть в качестве объекта. «Субъект – всегда относится ко всем «объектам», но он никогда не может стать объектом для самого себя» /Титлин Л.И., стр. 23. Иначе это выражая – «ты не сможешь увидеть видящего видение…» /Титлин Л.И., стр. 40, и в данной модели таковое предполагает «предел» субъекта. Как предел субъекта я «безобъектен». То есть, «идеален» – своим (собственным) пределом (в качестве собственного предела) самим для себя не существую (несуществующий). -/- Используя «факт подвижности границ субъекта» /например, Тхостов А.Ш., стр. 16, я имею возможность границу «я» в себя-назад «втянуть» и стать собственным пределом. При этом необходимо осознать и принять, что внутри предела субъекта и сзади – «за пределом субъекта», и вообще само «внутри» и «сзади» в этой модели – нереальность. Таким субъектным пределом предполагается требуемое парадоксальное субъективное состояние – я есть и вижу, но при этом я таков, что для себя не существую, то есть, я есть, но (психически таков, что) умереть нечему («бессмертие»). -/- Соответственно, в эксперименте обозначаются следующие задачи: 1. В объект-субъектной сфере зрительного восприятия сдвинуть (и сдвинув) границу «я» в себя-назад –» упереться в собственный предел и стать самим собственным пределом (без толщены: без глубины, без «внутри» и без обратной стороны) –» 2. Став собственным пределом, которым есть, но для себя не существую (несуществующий), осознать: • Себя – я есть и это реально; • Скончаюсь? – есть ли чему скончаться или скончаться нечему, какой из вариантов мне (как психическому «я») свойственен: • или я таков, что то, что скончаюсь не исключено, и реализованное состояние не бессмертно; • или я есть, но таков, что скончаться нечему, то есть, собственное бессмертие – я бессмертен; • Реальность ли это. -/- Инструкция воспроизведения целевого результата: последовательность действий и результатов в субъективно-психическом эксперименте (далее СПЭ) -/- На расстоянии 25-40 см от стены (так, чтобы стена занимала всё поле зрения или его подавляющую часть), • Здесь и сейчас сосредоточьтесь на своём лице: «я есть» – реальность (а не знание об этом). • В себе отстранитесь назад и смотрите из себя на эту стену. • Не двигая головой, охватите поле зрения вниманием предельно широко и одновременно всё сразу (всё это) воспримите единым целым. • Высокую и широкую стену (вариант: смотрите вверх под углом 135-150 градусов перед собой) воспримите так, что обозреваемое вами без поворота головы пространство (объем), это – ограниченная по окружности в периферии поля зрения замкнутая несимметричная «линза» • плоская с противоположной вам стороны • и выпуклая в вас; Вы – вогнутый в себя-назад смотрящий («субъект») – каков? – кто из вас сейчас на всё это смотрит? • Не двигая головой, поле зрения воспримите единым целым –» • В себя-назад «втянитесь» –» и «пятьтесь» –» «за мысли» и за всё вообще –» из этого всего назад вытесняясь –» от всего вообще взад отстранитесь –» • собой в себя-назад подайтесь и упершись в собственный (себя) задний к объектному обращённый (развернутый) тупиковый предел –» • станьте самим пределом-тупиком – в себя-назад вогнутой (рефлектор-подобной) пределом-плоскостью смотрящей – воспринимающим зрительным экраном –» станьте плоскостью-тупиком –» • «проскользните» по себе – плоскости-тупику и охватите вниманием целиком –» • собой – самим плоскостью-тупиком назад надавить, нажать –» • осознать: что-то как-то внутри плоскости-тупика и сзади за плоскостью-тупиком, и там вообще «что-то как-то», а также само «внутри» и «сзади», «за плоскостью-тупиком» и вообще «там» – нереальность; • самого себя – плоскости-тупика без толщины (глубины), без «внутри», без обратной стороны для себя нет. • –» То есть – в качестве психической реальности (каково психически) я скончаюсь? –» или • скончаться есть чему – скончаюсь (не исключено). или • я таков, что скончаться нечему, но я есть. или • субъективно-психический эксперимент не завершён. • –» Осознайте, что это – реальность (осознать реальность этого) и подчеркните (ответ). -/- В результате я есть, но скончаться/не скончаться нечему, то есть гипотеза «скончаюсь» – нереальность. -/- Замечания -/- • Каждый завершённый СПЭ завершён целевым результатом: «я таков, что скончаться нечему, но я есть». И тому, каков я в результате СПЭ, то, что скончаться есть чему – скончаюсь (не исключено) не соответствует, то есть нереальность и этим исключено. • То есть, я и не таков, что не скончаюсь. «Я скончаюсь/не скончаюсь» ко мне, как к психике, неприменимо. Иначе это выражая, тому, каков я, смерть несвойственна. То есть, я, как психика (психическое), бессмертен, но я не вечен (не вечный – бесконечно длящийся, таковой, что есть чему длиться) – длиться, быть вечным и не скончаться нечему. Таково «бессмертие». • В целевом результате данной работы я есть, но таков, что скончаться/не скончаться нечему («бессмертие»). И таковой «я» не Атман индуистских школ ньяя, вайшешика и пурва-миманса, о котором сообщает Е.А. Торчинов. Так как «я» психичен, а не субстанция с психическим в качестве атрибута. • Согласно иллюзионизму, то, каков я в результате данного в работе эксперимента, это иллюзия. И впечатление бессмертия, это порождение мозга. А реально я таков, что скончаюсь (не исключено). Однако, необходимо осознать, что иллюзионизм, это отстраненные рассуждения о «я», но не сам я непосредственно. И тому, каков я психически (каково психически), рассуждения и вопросы о реальности «я» (например, таков ли я реально, каков психически?) и другие выражающие иллюзионизм «я» не соответствуют. То есть, каково психически, иллюзионизм «я» – нереальность. Психически, это несомненно и окончательно. • Рассуждения о том, что таковой «я» в этом (моем) или не в этом мозге, а также (например, держа в руках реальный череп), вопросы, типа «а как же (или, но теперь где же здесь) таковой «я» – как это после смерти мозга?» тому, каков таковой «я» эти вопросы не соответствуют. • После пребывания без сознания остается впечатление, что без сознания меня нет и ничего никак нет вообще. То есть, моё «бессознание» психически неотличимо от моего несуществования (небытия). Однако, наукой не показано и не исключено то, что до и после того, как я есть физически (скончаться есть чему), меня ещё или уже нет, скончаться ещё или уже нечему в качестве души, субстанции или как-то иначе. Но, то, каков я в целевом результате данной работы, таковой я есть, а не «скончался и уже теперь или ещё нереальность» и я таков, что скончаться нечему – реален (реалия). То есть, скончаюсь? – нечему (скончаться), но я есть, даже если меня нет (не существую). • Я таков, что быть и скончаться нечему, но я есть. И то, как (каково) психически, это бессмертие – реальность. Но эта реальность ускользает от моего рационального её объяснения. -/- Заключение -/- Скончаюсь? – в целевом результате я есть и вижу, но при этом я таков, что умереть (скончаться) нечему. То есть, я бессмертен, но при этом я не вечен (не нечто вечное (бесконечно длящееся)) – быть вечным нечему. И, если принять психическое реальностью не пытаясь понять это рационально, то я именно таков – осознаю, что такова моя несомненная для меня природа. То есть, «скончаюсь/не скончаюсь» – нереальность. Психически, это несомненно и окончательно. Несмотря на ненаучность, данная работа – способ овладения реальностью. Автор был бы признателен за выявленную и показанную нереальность целевого результата данной работы, а в идеале, за осознание: «скончаюсь (не исключено)». -/- Annex 2. The key essence of this work (only in Russian to convey the nuances without distortion) -/- Performed, expressed and transmitted initially by means of Russian, the native language of the author, and, in order to avoid distortions in the correspondence of the linguistic nuances of the reproduced subjective reality, it assumes an independent translation into the language of the experimenter by the experimenter himself in the process of reproducing the target result of this work. -/- «Я» скончаюсь? – нечему (скончаться), но «Я» есть. Will “I” die (decease)? – to die (decease) nothing, but “I” am. -/- Заметить: • Выполнено, выражено и передано изначально посредством русского – родного для автора языка и, чтобы избежать искажений соответствия языковых нюансов воспроизводимой психической реальности, предполагается самостоятельный перевод на язык экспериментатора самим экспериментатором в процессе воспроизведения целевого результата данной работы. • В «кавычки» взяты слова и выражения, требующие «субъективного» приведения в соответствие психическому содержанию. Подготовка: • Вам потребуется уединённое место (там, где вас не отвлекут). • На первоначальном этапе понадобится некоторое (возможно длительное) время для того, чтобы усвоить предложенный алгоритм действий в психической реальности в процессе реализации и воспроизвести целевой результат впервые. • Возможно, результату поспособствует отклонение от предложенного алгоритма «психических действий», импровизация в направлении целевого результата. • В процессе эксперимента количество попыток не ограничено и затраченное на это время не имеет значения. Необходим исключительно только именно целевой результат. Реализация: • В уединении встать перед плоской широкой и высокой (достаточно большой, чтобы её границы были на периферии вашего поля зрения) стеной, например, покрытой однородной светлой (но не белой) керамической, не глянцевой (не отражающей на вас свет или отвлекающих внимание изображений, не дающей бликов) плиткой с лёгким текстурным рисунком (позволяющим глазам «зацепиться» за стену и отчётливо воспринимать перед собой поверхность, а не «утонуть» в однородном (монотонном) пространстве), на расстоянии 25-40 см от неё (так, чтобы стена занимала всё поле зрения или его подавляющую часть) –» • Скончаюсь (1)? – каково психически (психическое), в моем естественно-научном понимании – это (я) не более чем и исключительно только некоторые состояния функционирующего (живого) мозга – скончаюсь, как и уже скончался каждый умерший мозг – того каждого, кто скончался, как реальности (реального, реалии) (2) уже теперь нет окончательно. Теоретически, если психически я исключительно только таков, что скончаться есть чему и ни каков иначе, то, следовательно, что (я) скончаюсь, это не исключено. • Глядя на стену, здесь и сейчас сосредоточиться на своём лице (и осознать): «я есть» – реальность (а не знание об этом) –» • В себе «отстраниться» назад – смотрю из себя на эту стену –» • Не двигая головой, охватить поле зрения вниманием предельно широко (поднять (вздернуть) брови, если это расширит поле зрения) и одновременно всё сразу (всё это) воспринять единым целым –» • Высокую и широкую стену (вариант: смотреть вверх под углом 135-150 градусов перед собой) воспринять так, что обозреваемое без поворота головы пространство (объем), это – ограниченная по окружности в периферии поля зрения замкнутая несимметричная «линза» • плоская (ограниченная стеной) с противоположной мне стороны • и «выпуклая в меня» –» • Я – «вогнутый» в «себя-назад» смотрящий, каков? – кто из меня сейчас на всё это смотрит? –» • Не двигая головой, поле зрения воспринять единым целым –» • в себя-назад «втянуться» –» и «пятиться» –» «за мысли» и за всё вообще –» из этого всего назад «вытесняясь» –» от всего вообще «взад отстраниться» –» • «собой» в себя-назад «податься» и «упершись» в «собственный (себя) задний к объектному обращённый (развернутый)» «предел тупиковый» («тупо-уперто») –» • «стать» самим «пределом-тупиком» – «в себя-назад вогнутой (рефлектор-подобной)» «пределом-плоскостью» смотрящей – воспринимающим «зрительным экраном» –» стать «плоскостью-тупиком» –» • «проскользнуть» по себе – плоскости-тупику и охватить вниманием целиком –» • собой — самим плоскостью-тупиком «назад надавить, нажать»: • осознать: «что-то как-то внутри плоскости-тупика» и «сзади – за плоскостью-тупиком», и «там вообще» «что-то как-то», а также само «внутри» и «сзади», «за плоскостью-тупиком» и вообще «там» – нереальность; • самого себя – плоскости-тупика без толщины (глубины), без «внутри», без обратной стороны для себя нет –» Собой – плоскостью-тупиком: • без глубины (толщины), без «внутри», без обратной стороны таков, что скончаться есть чему – скончаюсь (не исключено) –» • смотрю –» смотря –» «Непосредственно-психически» -/- Заметить: • Специфику используемых в данной работе слов (терминов), названий и выражений необходимо осознать в соответствии с (4.1.) (данный пункт смотрите ниже). • Необходимо от себя – (как) «смотрящего плоскости-тупика», такового, что скончаться есть чему, оттождествиться собой — «самим психическим» (каково психически) (3) –» • –» «отличить (4)» «Я» –» «Я-лик». • Отличив, и себя такового обозначая, но не имея в языке отличающего местоимения, именую «Я» (5). • «Соединённое-через-дефис-в-кавычках» реализовать и/или воспринять «одним-единым-целостным»; • Последовательность слов и знаков предполагает последовательность психических действий (алгоритм действий в собственном психическом); • Вопросительность слова, фразы или отдельной её, именно вопросительной части задаётся знаком «?» расположенным перед и после них. Требование к действию задаётся знаком «!» расположенным перед и после слова (фразы); • Субъективно-психический эксперимент завершён, если воспроизведен (4.1.), иначе субъективно-психический эксперимент не завершён. -/- Собой – плоскостью-тупиком … смотрю –» смотря –» -/- «Психически» (6) 1. ?кто? видит –» !отличить «Я»! –» 2. –» !«Я-видящий-лик»! –» 3. –» !«Я-лик»! –» 4. –» !«Я-ликом» всем «психически-назад-надавить(нажать)»: «Я» ?скончаюсь?! –» !«Я-ликом» всем «психически-назад-давить(жать)»: (4.1.) – нечему (7), но «Я» есть.! -/- Признательность: Согласно иллюзионизму, то, каков «Я» (как (каково) «скончаться нечему, но «Я» есть.»), реально, это не так (не таково). То есть, таковой «Я» нереален (нереальность), а реально – таков, что скончаюсь (не исключено). Однако, необходимо осознать, что это «отстраненные» от «Я» рассуждения о «Я», но не сам «Я» непосредственно. И тому, каков «Я» (как (каково) скончаться нечему, но «Я» есть.) таковое (рассуждения) не соответствует. То есть, эти рассуждения о «Я» – заблуждение. Это (как осознание) несомненно и окончательно. Не так? – за выявленную и показанную нереальность (того, что) «Скончаюсь? – нечему (скончаться), но «Я» есть.», за показанную реальность того, что скончаться не исключено, а в идеале, за осознание: «скончаюсь (не исключено)» я был бы признателен. -/- (Сноски) (1) Именно «скончаюсь, скончался», то есть – как реальности (реального, реалии) нет окончательно. (2) Реалия, реально, реален, реальность, реальное – само то, что (каково это) непосредственно, как само таковое – само то, каково познаваемое и как-либо моделируемое вне его познания и иного (вообще) моделирования. То есть, само само-осознание себя реальностью, например, «я-реалия», «я есть» или «скончаться – нечему, но «Я» есть.» – реальность. То есть – нам ничто не запрещает ответить на вопрос «скончаюсь?» несомненно и окончательно. (3) Психически (психическое) – то, как (каково) я сам непосредственно, несомненно, и та моя непосредственная реальность, как и посредством чего я сам и всё вообще для меня есть, и которое для меня исключительно единственное. Следует заметить, что пока бываю без сознания (травма мозга или сон без сновидений), ничего и никак нет вообще. Также само обозначение того, что это сама собственная непосредственная реальность (то есть – несомненно). И чтобы её осознать, представьте себя экспериментатором, который не подменяет реальность рассуждениями о ней. – Теперь для вас, как экспериментатора, то, как (каково) психически, это – несомненно (непосредственная несомненная реальность). Не философствуй (не рассуждай, не моделируй её), а экспериментируй! (4) «Я-Лик» – специфическое выражение, соответствующее психическому в данный момент СПЭ. (5) «Я» – целевой (конечный, «предельный») и «ключевой» результат данной работы. «Я» в данной работе не склоняется, выделено полужирным подчеркнутым шрифтом и заключено в кавычки. (6) «Каково психически» – то, как (каково) «Я» сам непосредственно, несомненно – само «первое лицо» (субъект психического), а также обозначение принятия позиции «первого лица» и сообщения «от первого лица». (7) Пока я бываю без сознания («бессознание», например, сплю без сновидений), моего сознания нет (оно сведено на нет, угасло) – ничего и никак нет вообще (это моё абсолютное небытие) – (каково) психически, мне скончаться нечем. А в целевом результате данной работы, психически (то есть – непосредственно), «Я» таков, что скончаться не нечем, а именно нечему, но при этом «Я» есть. (shrink)

Arthur Danto’s recent book, Andy Warhol, leads the reader through the story of the iconic American’s artistic life highlighted by a philosophical commentary, a commentary that merges Danto’s aesthetic theory with the artist himself. Inspired by Warhol’s Brillo Box installation, art that in Danto’s eyes was indiscernible from the everyday boxes it represented, Danto developed a theory that is able to differentiate art from non-art by employing the body of conceptual art theory manifest in what he termed the ‘artworld’. The (...) strength of Danto’s theory is found in its ability to explain the art of the post-modern era. His body of work weaves philosophy, art history and art criticism together, merging his aesthetic philosophy with his extensive knowledge of the world of art. Danto’s essentialist theory of embodied meaning provides him with a critical tool that succeeds in explaining the currents of contemporary art, a task that many great thinkers of art history were unable to do. If Warhol inspired Danto to create a philosophy of art, it is appropriate that Danto write a tribute to Warhol that traces how Warhol brought philosophy into art. Danto’s account of ‘Warhol as philosopher’ positions him as a pivotal figure in the history of twentieth-century art, effecting a sea change in how art was made and viewed. Warhol achieved this by conceiving of works that embodied the answers to a series of philosophical puzzles surrounding the nature of art. Warhol, as Danto describes him, manifests himself in his art because he had transformed himself, in a way, into an icon of the times. This pragmatist notion that art should undermine the dichotomies that exist between art and life would, by some accounts, position Warhol to be the philosopher that Danto claims him to be, for he dissolved the philosophical questions posted by late modern aesthetic thinkers by creating art that imploded the accepted notions of art at the time. One of Danto’s greatest contributions to aesthetics is his theory’s ability to distinguish art from non-art, recognizing that it is the artist’s intention that levels the sublimity of art into the commonplace, thereby transfiguring the everyday. However, acknowledging this achievement, I argue that Warhol’s philosophical contribution actually manifests itself in a manner different from that proposed by Danto. Danto maintains that the internal drive of art leads to the unfolding of art theoretical concepts that ineluctably shift the terrain of world of art. I would agree with Danto that Warhol, almost as Hegel viewed Napoleon as Geist on a horse, pushed forward the boundaries of art through the actualization of art’s internal drive. But I would disagree that the conceptual nature of art is one that unfolds merely as a relation of concepts that artists trace through a connection to the meaning of history they forge using their unmediated grasp of style. Rather, I would argue that the artist’s style is not bound so narrowly to the meanings they express. Through their aesthetic articulations, artists initiate a process of social interaction. This process employs the philosophical logic which Danto attributes to Warhol indirectly, and through it, it is able to transfigure the vocabulary of art—the concepts of the artworld—by superseding the language of modernism. Warhol’s philosophical contribution is seen in his mastery of both the medium of art and the underlying logic of the medium’s expression and reception. (shrink)

Historical Cognitive Science I am lucky to strike three reviewers who extract so clearly my book's spirit as well as its substance. They all both accept and act on my central methodological assumption; that detailed historical research, and consideration of difficult contemporary questions about cognition and culture, can be mutually illuminating. It's gratifying to find many themes which recur in different contexts throughout _Philosophy and Memory_ _Traces_ so well articulated here. The reviews catch my desires to interweave discussion of cognitive (...) theories of memory with moral questions of psychological control and self-mastery, to evoke the virtues and the pleasures of strange, baroque beliefs about fickle 'animal spirits' coursing through the nerves and the brain, to demonstrate that mechanistic explanation (even in its blunt old Cartesian form) can acknowledge complexity, and to develop scientific conceptions of dynamic memory traces and representations which can survive uncharitable philosophical criticism. The book's insistent interdisciplinarity is just an inchoate quest to acknowledge the daunting variety of the phenomena: remembering is both natural and cultural, and is studied by narrative theorists as well as neurobiologists, by physicists as well as psychologists. By fusing the rangy detail of a history of early modern neurophysiology with the committed, even gullible fervor of a defence of 'new connectionist' cognitive science, I wanted to pull out the carpet from all those who are happy to let 'scientific' and 'cultural' approaches to the mind run along independently. Once this general project is given space, as it is by all three reviewers, we can get down to specifics. (shrink)

Departing from the conventional readings of Karl Marx’s Capital and other of his works, by way of François Laruelle’s “radicalization of concepts,” Katerina Kolozova identifies a theoretical kernel in Marx’s thought whose critical and interpretative force can be employed without reference to its subsequent interpretations in the philosophical mainstream. The latter entails a process of abstracting a philosophical legacy — or rather, of putting it in brackets — and then codifying a history of a learned interpretation established in supposed fidelity (...) to the theoretical project of a “master.” Interpreting the master implies a mastery of doctrinal tools, which results in establishing a catechism of the Logos of the Master. And this catechism interferes, Kolozova argues, with more direct encounters with Marx’s writings. As we know, Marx’s rigorously descriptive language unravels the radical core of capitalist economic processes and, through that unraveling, also reveals capitalism’s necessary exploitation and subjugation of human labor. Toward a Radical Metaphysics of Socialism attempts to recuperate and emancipate the notion of metaphysics in this scenario by virtue of radicalizing thought’s encounter with the Real. Kolozova argues that this metaphysical drama is at the origin of the social and economic injustices of contemporary global economic-political realities, and she illustrates this state of affairs in discussions of the problem of wage labor, automated speculation as the core of late capitalism, the post-2008 financial crisis, the status of technology in late capitalism, sexual difference and gender, and the human and non-human body’s subjugation capitalist automation. (shrink)

Impulse and momentum are basic concepts of mechanics introduced in the K to 12 curricula. Despite its basic concepts, students still have difficulties understanding the topic, especially when they are out of school due to the pandemic. After reopening the gates for face–to–face classes in the Philippines, the researchers found a significant reason to conduct a lesson study to improve teaching strategies on the topic. Lesson study is a development process wherein teachers work collaboratively to improve teachers teaching capacity. This (...) study was conducted at Plaridel National High School with 23 participants from Grade 9 Newton (Set A and B). The research was conducted in two cycles using a four – phase lesson study. The research lesson was implemented using a 4A Model lesson plan and the results were taken from the analysis of the lesson study observation sheets, along with the class proficiency level. The researchers used the following strategies to improve teaching, namely; (1) showing mastery of subject matter, (2) reviewing basic mathematical operations, (3) contextualizing the lesson, (4) allowing students to answer questions in mother tongue, (5) using collaborative activities, (6) giving rewards, and (7) applying proper time management. However, the findings still showed that both sets of students achieved beginning proficiency level. Despite the implementation of these strategies, the students still lack basic knowledge of the topic and mathematical operations, and they struggle to understand it. Thus, it is recommended to plan the lesson effectively, utilize other research instruments, and collect feedback from the students. (shrink)

In 1976, Julian Jaynes (1920-1997) made an important statement in his work titled "The Origin of Consciousness in the Breakdown of the Bicameral Mind''. As modern humans, we are conscious beings and can think about our thoughts. However, in ancient texts it is observed that human self-awareness and self-awareness have not yet been formed in humans. Jaynes calls this way of thinking, which emerged in the 2000 BC and evolved over time, bicameral thinking. Citing exceptional examples taken from Homer and (...) the Old Testament, he argued that historical heroes could not attain consciousness and therefore could not yet become real subjects. Ancient heroes attributed the voices in their minds to supernatural powers. Janes argues that the characters in the Iliad do not sit and think about what to do like we do, nor do they have alert and introspective minds like us. According to Jaynes, the concepts of thumos, phrenes and kradie found in Homer's works can be considered primitive consciousness. Jaynes argues that the bicameral mind lacks the capacity for metacognition (reflective thinking). The bicameral mind, where episodic and semantic memory, introspection and mastery of consciousness have not yet been formed; It evolves with language use over time. In the 2000s BC, marginal social and environmental changes began to collapse due to societal needs. The stress created by new conditions requires neurological adaptation, leading to the development of consciousness and self-awareness. The heroes of tragedy have experienced traumatic events and have changed and transformed as a result; He gains consciousness as introspection and inner monologue, and provides an important example of spiritual transformation as an immortal psycho-mythological figure. During a period that can be described as a transition from myth to logos, the spirit underwent a rupture. The great social transformations and disasters experienced over time have led to the renewal of the human spirit. In fact, there have been attempts such as divination and communication with supernatural forces to reach voices that can no longer be heard. When all this state of conflict is interpreted through the inner conversations and mental transformation of the person, the dynamic structure of the mind will emerge, where the thinking patterns of the person change depending on environmental conditions. (shrink)

The need to act in networks and to function in a society where we relate in complex fashions has fostered the use of data in accordance with distributed models. In a big data context, the individual is often overcome with the sentiment that one’s life does not matter, nor does it make a difference. What are sought are trends, and since there is no detached observer, those change things as much as they measure them. Where can we find a vantage (...) point, a ‘topsight’ necessary before the conception of any program? One could seek it in the direction of a collective figure, somewhat like the Leviathan of Hobbes, made up in its gigantism of smaller figures. Those that have been schooled in the classical tradition, or philosophia perennis, might think that we are abandoning solid realism, which seeks a conformation of statements, propositions, and language to what there is. They might criticize the reign of opinion. But what we entered into is not, upon closer inspection, some overarching paradigm of truth as success. It is rather a rationality of the likely, and it requires assessing the truths that can seem distributed between alternating or competing positions. But then, to seek decisions despite this, is to erase from our world this ‘esprit de finesse’ which Pascal deemed necessary to balance the illusions of a procedural mathematical rationality claiming that its end-products are simply in correspondence with reality. When we gather information, we frame it within an ontology for classification purposes, but this does not import with itself the immanence of this information as endogenous power to harmonise and give form. Feeling, as Whitehead construed it, seeks to take within it a receptivity to the world in order to turn it into an internalised representation. For this, it needs to be possible for a part of the world to reflect in itself the whole. Yet, this reflection is not a totalisation in an immaterial data range, it is rather a grounding in the mystery of the flesh, which is found here as a signpost on the way, if we are to heal dreams of complete mastery. (shrink)

First, the book does not have an original thesis. The thesisthe author wants to argue is that Smith is different from his current caricature, a legacy of his nineteenth-century image, according to which he would argue that: i) man is a maximizer of utility; ii) man is ordinarily moved by a narrow selfish interest, or at least is indifferent to the interests of others; iii) human beings are social atoms; iv) a perfectly competitive market is morally a free zone (pp. (...) 4-5). The author recognizes that these interpretations "are being questioned by many scholars". contemporary", however, reiterates his conviction that these interpretations are still prevalent, and cites in this regard the abuse of the name of Smith by the Chicago school (p.6). If the author's aim is to challenge a caricature, still common among non-experts but no longer shared by Smith's scholars, one may wonder whether this justifies a new book. Secondly, the author does not demonstrate mastery of the state of the art. She wants to demonstrate the non-existence of Adam Smith Problem, not only without any direct knowledge of German literature but ignoring an important article by Heilbroner from 1981 and a fundamental essay by Dickey from 1986 that explicitly advocate an exhumation of the "Adam Smith problem" in a new form. Thirdly, the author lacks the ability to understand concepts and problems in contextual terms: where she mentions Adam Smith's 'Newtonianism' she does not prove to be familiar with the literature on the subject, citing Lindgren as the only authority and ignoring, among others, Moscovici, Skinner, Hetherington and Freudenthal, but also seems to understand by Newtonianism an equivalent of deterministic and materialistic mechanicism (pp. 48-51). Besides, every time she uses the term utilitarianism he confuses it with the terms hedonism, economicism, selfishness (p. 155). (shrink)

This paper defends the concept of racialization against its critics. As the concept has become increasingly popular, questions about its meaning and value have been raised, and a backlash against its use has occurred. I argue that when “racialization” is properly understood, criticisms of the concept are unsuccessful. I defend a definition of racialization and identify its companion concept, “racialized group.” Racialization is often used as a synonym for “racial formation.” I argue that this is a (...) mistake. Racial formation theory is committed to racial ontology, but racialization is best understood as the process through which racialized – rather than racial – groups are formed. “Racialization” plays a unique role in the conceptual landscape, and it is a key concept for race eliminativists and anti-realists about race. (shrink)

Machine intelligence already helps medical staff with a number of tasks. Ethical decision-making, however, has not been handed over to computers. In this proof-of-concept study, we show how an algorithm based on Beauchamp and Childress’ prima-facie principles could be employed to advise on a range of moral dilemma situations that occur in medical institutions. We explain why we chose fuzzy cognitive maps to set up the advisory system and how we utilized machine learning to train it. We report on (...) the difficult task of operationalizing the principles of beneficence, non-maleficence and patient autonomy, and describe how we selected suitable input parameters that we extracted from a training dataset of clinical cases. The first performance results are promising, but an algorithmic approach to ethics also comes with several weaknesses and limitations. Should one really entrust the sensitive domain of clinical ethics to machine intelligence? (shrink)

A long tradition of psychological research has explored the distinction between characteristics that are part of the self and those that lie outside of it. Recently, a surge of research has begun examining a further distinction. Even among characteristics that are internal to the self, people pick out a subset as belonging to the true self. These factors are judged as making people who they really are, deep down. In this paper, we introduce the concept of the true self (...) and identify features that distinguish people’s understanding of the true self from their understanding of the self more generally. In particular, we consider recent findings that the true self is perceived as positive and moral, and that this tendency is actor-observer invariant and cross-culturally stable. We then explore possible explanations for these findings and discuss their implications for a variety of issues in psychology. (shrink)

Marx says of alienated labor that it does not “belong” to the worker, that it issues in a product that does not belong to her, and that it is unfulfilling, unfree, egoistically motivated, and inhuman. He seems to think, moreover, that the first of these features grounds all the others. All of these features seem quite independent, however: they can come apart; they share no obvious common cause or explanation; and if they often occur together, this seems accidental. It is (...) not clear, then, how Marx’s concept of alienated labor could possess the strong unity that he takes it to have. This article defends a reinterpretation of the concept that explains this unity. The various features of alienated labor, the article argues, all follow from a single, hitherto underappreciated feature of its formal motivational structure: the fact that such labor is motivated not by its product but by an incentive. (shrink)

It is nowadays a dominant opinion in a number of disciplines (anthropology, genetics, psychology, philosophy of science) that the taxonomy of human races does not make much biological sense. My aim is to challenge the arguments that are usually thought to invalidate the biological concept of race. I will try to show that the way “race” was defined by biologists several decades ago (by Dobzhansky and others) is in no way discredited by conceptual criticisms that are now fashionable and (...) widely regarded as cogent. These criticisms often arbitrarily burden the biological category of race with some implausible connotations, which then opens the path for a quick eliminative move. However, when properly understood, the biological notion of race proves remarkably resistant to these deconstructive attempts. Moreover, by analyzing statements of some leading contemporary scholars who support social constructivism about race, I hope to demonstrate that their eliminativist views are actually in conflict with what the best contemporary science tells us about human genetic variation. (shrink)

European Journal of Philosophy, EarlyView.

Recent scientific research has settled on a purely descriptive definition of happiness that is focused solely on agents’ psychological states (high positive affect, low negative affect, high life satisfaction). In contrast to this understanding, recent research has suggested that the ordinary concept of happiness is also sensitive to the moral value of agents’ lives. Five studies systematically investigate and explain the impact of morality on ordinary assessments of happiness. Study 1 demonstrates that moral judgments influence assessments of happiness not (...) only for untrained participants, but also for academic researchers and even in those who study happiness specifically. Studies 2 and 3 then respectively ask whether this effect may be explained by general motivational biases or beliefs in a just world. In both cases, we find evidence against these explanations. Study 4 shows that the impact of moral judgments cannot be explained by changes in the perception of descriptive psychological states. Finally, Study 5 compares the impact of moral and non-moral value, and provides evidence that unlike non-moral value, moral value is part of the criteria that govern the ordinary concept of happiness. Taken together, these studies provide a specific explanation of how and why the ordinary concept of happiness deviates from the definition used by researchers studying happiness. (shrink)

Although it may seem like a truism to assert that biology is the science that studies organisms, during the second half of the twentieth century the organism category disappeared from biological theory. Over the past decade, however, biology has begun to witness the return of the organism as a fundamental explanatory concept. There are three major causes: (a) the realization that the Modern Synthesis does not provide a fully satisfactory understanding of evolution; (b) the growing awareness of the limits (...) of reductionism in molecular biology; and (c) the renewed interest in the nature of life as a genuine scientific problem. This essay examines these recent developments and considers the new epistemological roles being played by the organism in each of them. It also reflects on what the present resurgence of the organism means for the philosophy of biology. (shrink)

It is illegitimate to read any ontology about "race" off of biological theory or data. Indeed, the technical meaning of "genetic variation" is fluid, and there is no single theoretical agreed-upon criterion for defining and distinguishing populations (or groups or clusters) given a particular set of genetic variation data. Thus, by analyzing three formal senses of "genetic variation"—diversity, differentiation, and heterozygosity—we argue that the use of biological theory for making epistemic claims about "race" can only seem plausible when it relies (...) on the user’s own assumptions about race; the move from biological measures to claims about “race” inevitably amounts to a pernicious reification. We also excavate assumptions in the history of the technical discourse over the concept of "race" (e.g., Livingstone's and Dobzhansky's 1962 exchange, Edwards' 2003 response to Lewontin 1972, as well as contemporary discussions of cladistic "race", and "races" as clusters). We show that claims about the existence (or non-existence) of "race" are underdetermined by biological facts, methods, and theories. Biological theory does not force the concept of "race" upon us; our social discourse, social ontology, and social expectations do. We become prisoners of our abstractions at our own hands, and at our own expense. (shrink)

Human nature has always been a foundational issue for philosophy. What does it mean to have a human nature? Is the concept the relic of a bygone age? What is the use of such a concept? What are the epistemic and ontological commitments people make when they use the concept? In What’s Left of Human Nature? Maria Kronfeldner offers a philosophical account of human nature that defends the concept against contemporary criticism. In particular, she takes on (...) challenges related to social misuse of the concept that dehumanizes those regarded as lacking human nature (the dehumanization challenge); the conflict between Darwinian thinking and essentialist concepts of human nature (the Darwinian challenge); and the consensus that evolution, heredity, and ontogenetic development results from nurture and nature. After answering each of these challenges, Kronfeldner presents a revisionist account of human nature that minimizes dehumanization and does not fall back on outdated biological ideas. Her account is post-essentialist because it eliminates the concept of an essence of being human; pluralist in that it argues that there are different things in the world that correspond to three different post-essentialist concepts of human nature; and interactive because it understands nature and nurture as interacting at the developmental, epigenetic, and evolutionary levels. On the basis of this, she introduces a dialectical concept of an ever-changing and “looping” human nature. Finally, noting the essentially contested character of the concept and the ambiguity and redundancy of the terminology, she wonders if we should simply eliminate the term “human nature” altogether. (shrink)

There is a widespread belief that, conceptually, justice cannot require what we cannot achieve. This belief is sometimes used by defenders of so-called ‘non-ideal theories of justice’ to criticise so-called ‘ideal theories of justice’. I refer to this claim as ‘the feasibility constraint on the concept of justice’ and argue against it. I point to its various implausible implications and contend that a willingness to apply the label ‘unjust’ to some regrettable situations that we cannot fix is going to (...) enhance the action-guiding potential of a conception of justice, by providing an aspirational ideal. This is possible on the condition that, at all times, we cannot specify with certainty the limits of what is feasible for us collectively. The rejection of the feasibility constraint entails that there can be injustice without perpetrators; this is a theoretical price worth paying. (shrink)

The notion of information processing has dominated the study of the mind for over six decades. However, before the advent of cognitivism, one of the most prominent theoretical ideas was that of Habit. This is a concept with a rich and complex history, which is again starting to awaken interest, following recent embodied, enactive critiques of computationalist frameworks. We offer here a very brief history of the concept of habit in the form of a genealogical network-map. This serves (...) to provide an overview of the richness of this notion and as a guide for further re-appraisal. We identify 77 thinkers and their influences, and group them into seven schools of thought. Two major trends can be distinguished. One is the associationist trend, starting with the work of Locke and Hume, developed by Hartley, Bain, and Mill to be later absorbed into behaviorism through pioneering animal psychologists (Morgan and Thorndike). This tradition conceived of habits atomistically and as automatisms (a conception later debunked by cognitivism). Another historical trend we have called organicism inherits the legacy of Aristotle and develops along German idealism, French spiritualism, pragmatism, and phenomenology. It feeds into the work of continental psychologists in the early 20th century, influencing important figures such as Merleau-Ponty, Piaget, and Gibson. But it has not yet been taken up by mainstream cognitive neuroscience and psychology. Habits, in this tradition, are seen as ecological, self-organizing structures that relate to a web of predispositions and plastic dependencies both in the agent and in the environment. In addition, they are not conceptualized in opposition to rational, volitional processes, but as transversing a continuum from reflective to embodied intentionality. These are properties that make habit a particularly attractive idea for embodied, enactive perspectives, which can now re-evaluate it in light of dynamical systems theory and complexity research. (shrink)

Philosophical progress is one of the most controversial topics in metaphilosophy. It has been widely debated whether philosophy makes any progress in history. This paper revisits the concept of philosophical progress. It first identifies two criteria of an ideal concept of philosophical progress. It then argues that our accounts of philosophical progress fail to provide such an ideal concept. Finally, it argues that not only do we not have a good concept of philosophical progress, we also (...) do not need a concept of philosophical progress in order to arrive at a good understanding of the history of philosophy. (shrink)

This dissertation explores the idea and ethics of vaccination for the sake of others. It conceptually distinguishes four different kinds of vaccination—self-protective, paternalistic, altruistic, and indirect—based on who receives the primary benefits of vaccination and who ultimately makes the vaccination decision. It describes the results of focus group studies that were conducted to investigate what people who might get vaccinated altruistically think of this idea. It also applies the different kinds of vaccination to ethical issues surrounding COVID-19, such as lockdown (...) measures, routine or mandatory vaccination of healthy children, and the ethical justification of restrictive measures for unvaccinated people. A more general philosophical account of vaccination ethics is ultimately developed, which is based not on moral duties, but on the moral reasons that people may have to get vaccinated for the sake of others. It is argued that such reasons may be stronger or weaker, depending on various factors related to the vaccines in question and the specific epidemiological circumstances. (shrink)

There have long been calls from industry for guidance in implementing strategies for sustainable development. The Circular Economy represents the most recent attempt to conceptualize the integration of economic activity and environmental wellbeing in a sustainable way. This set of ideas has been adopted by China as the basis of their economic development, escalating the concept in minds of western policymakers and NGOs. This paper traces the conceptualisations and origins of the Circular Economy, tracing its meanings, and exploring its (...) antecedents in economics and ecology, and discusses how the Circular Economy has been operationalized in business and policy. The paper finds that while the Circular Economy places emphasis on the redesign of processes and cycling of materials, which may contribute to more sustainable business models, it also encapsulates tensions and limitations. These include an absence of the social dimension inherent in sustainable development that limits its ethical dimensions, and some unintended consequences. This leads us to propose a revised definition of the Circular Economy as “an economic model wherein planning, resourcing, procurement, production and reprocessing are designed and managed, as both process and output, to maximize ecosystem functioning and human well-being”. (shrink)

This paper presents a series of studies (total N=579) which demonstrate that folk judgments concerning the reasonableness of decisions and actions depend strongly on whether they engender positive or negative consequences. A particular decision is deemed more reasonable in retrospect when it produces beneficial consequences than when it produces harmful consequences, even if the situation in which the decision was taken and the epistemic circumstances of the agent are held fixed across conditions. This finding is worrisome for the law, where (...) the reasonable person standard plays a prominent role. The legal concept of reasonableness is outcome-insensitive: whether the defendant acted in a reasonable fashion or not depends exclusively on her context of action, no matter how things play out. Folk judgments of reasonableness are thus inconsistent with the legal concept of reasonableness. Problematically, in common law jurisdictions, the decision whether a defendant’s behavior was reasonable or not is frequently (though not necessarily) delegated to a lay jury. (shrink)

Multicellular organisms contain numerous symbiotic microorganisms, collectively called microbiomes. Recently, microbiomic research has shown that these microorganisms are responsible for the proper functioning of many of the systems (digestive, immune, nervous, etc.) of multicellular organisms. This has inclined some scholars to argue that it is about time to reconceptualise the organism and to develop a concept that would place the greatest emphasis on the vital role of microorganisms in the life of plants and animals. We believe that, unfortunately, there (...) is a problem with this suggestion, since there is no such thing as a universal concept of the organism which could constitute a basis for all biological sciences. Rather, the opposite is true: numerous alternative definitions exist. Therefore, comprehending how microbiomics is changing our understanding of organisms may be a very complex matter. In this paper we will demonstrate that this pluralism proves that claims about a change in our understanding of organisms can be treated as both true and untrue. Mainly, we assert that the existing concepts differ substantially, and that only some of them have to be reconsidered in order to incorporate the discoveries of microbiomics, while others are already flexible enough to do so. Taking into account the plurality of conceptualisations within different branches of modern biology, we will conduct our discussion using the developmental and the cooperation–conflict concepts of the organism. Then we will explain our results by referring to the recent philosophical debate on the nature of the concept of the organism within biology. (shrink)

In the study of modal and nonclassical logics, translations have frequently been employed as a way of measuring the inferential capabilities of a logic. It is sometimes claimed that two logics are “notational variants” if they are translationally equivalent. However, we will show that this cannot be quite right, since first-order logic and propositional logic are translationally equivalent. Others have claimed that for two logics to be notational variants, they must at least be compositionally intertranslatable. The definition of compositionality these (...) accounts use, however, is too strong, as the standard translation from modal logic to first-order logic is not compositional in this sense. In light of this, we will explore a weaker version of this notion that we will call schematicity and show that there is no schematic translation either from first-order logic to propositional logic or from intuitionistic logic to classical logic. (shrink)