Writing strategic documents is a major practice of many actors striving to see their educational ideas realised in the curriculum. In these documents, arguments are systematically developed to create the legitimacy of a new educational goal and competence to make claims about it. Through a qualitative analysis of the writing strategies used in these texts, I show how two of the main actors in the Czech educational discourse have developed a proof that a new educational goal is needed. I draw (...) on the connection of the relational approach in the sociology of education with Lyotard’s analytical semantics of instances in the event. The comparison of the writing strategies in the two documents reveals differences in the formation of a particular pattern of justification. In one case the texts function as a herald of pure reality, and in the other case as a messenger of other witnesses. This reveals different regimens of proof, although both of them were written as prescriptive directives – normative models of the educational world. (shrink)

This is an essay written for students regarding how to write a philosophy paper.

This is a guide to writing philosophy papers aimed at introductory students prepared by the philosophy faculty at Rochester Community and Technical College. It includes sections on reading philosophy and writing philosophy, as well as an explanation of common grading criteria for essays in philosophy.

The difference between Derrida and Deleuze has been debated in terms of their understandings and uses of the historical distinction between Being and beings. Daniel W. Smith intersects with the question when discussing transcendence and immanence. Clair Colebrook intersects when discussing materialism. Paul Patton intersects when distinguishing the unconditioned and conditioned. This essay moves along with their ideas, and contributes to the discussion by re-inscribing the debate in terms of nouns and verbs. The conclusion suggests that the noun/verb prism yields (...) a view of the question about Being and beings that fits most easily into Smith’s conception of the relation between Derrida and Deleuze. Thematically, the essay is framed by a line from Derrida’s eulogy for Deleuze, and by a question. The line is Derrida recollecting Deleuze commenting that, "It’s painful for me to see you spending so much time on the College International de Philosophie. I would rather you wrote..." The question addressed to the prolific Derrida and Deleuze is: “How much writing is enough?” Why do individuals with limited time who have already written numerous and thick volumes of philosophy choose to go ahead and write more? (shrink)

In recent years, documentary formats have entered prominently into the realm of the culture industry, especially since Hollywood and Netflix started to invest in costly productions addressed to the mainstream. Many of these documentaries claim to show reality in its immediacy (“as it really is”), to reveal that which is obscured, or to critically assess societal evils. They use aesthetic strategies that reinforce the appearance of authenticity, while concealing the mediation of what they represent, and the authoritarian stances they presuppose. (...) This turns them into powerful instruments for diffusing authoritarian and populist ideologies. Their political impact on society, their performative power of opinion-shaping, and their subliminal influence on how we perceive and understand reality call urgently for critical assessment. Horkheimer and Adorno’s critique of the culture industry, along with their philosophical, sociological, and aesthetic writings, provide a constructive starting point. This essay aims to mobilize their critical theory of society for the problematization of documentary films in terms of their dialectical relation to society. (shrink)

"The Mind is not a Vessel to be Filled but a Fire to be Kindled", and "Education is Not the Filling of Pail But the Lighting of a Fire", and ... Something About a Horse ... You can lead a horse to water, but you can’t make it smile? Because of the long face and all? (No, that can’t be it). Anyway, borrowing a bit from Plutarch and Yeats (maybe, there is no agreement on whether he said that about pails (...) and fires), and some idiom from 12th Century Old English about horses walking on water, I assume, we can glean the following gem: learning requires active participation by learners. It is almost embarrassing to have to write that, but here we are with education today, mostly unloading facts into unlit receptacles. This doesn’t work, and not just because the metaphor is mixed. Genuine learning requires focus, which requires motivation, which is cultivated by interest, which needs curiosity, which is not something teachable through the typical educational curricula. I can, as Aristotle tells us, teach students the basics of some ethical theory, but I cannot make them virtuous. Ah-ha! I can lead a horse to water, but I can’t make it abide by the categorical imperative (No, that’s not quite right. Although it’s true--most horses are utilitarians). One way that seems to work in piquing student interest in learning philosophy is to use humor as you make the case that a philosophical attitude is very similar to a humorous attitude. Both rely heavily on questioning our collective presuppositions, both cultivate rational skepticism, and both are never content with accepting traditions and values that are mindlessly received. I’ve got it now: You can lead a horse to water, but you can’t make it an iconoclast! (still not it). Friedrich Nietzsche published a book in 1889 titled Twilight of the Idols: Or How to Philosophize with a Hammer. This was during his most frenetic and fecund period, just before the syphilis set in rendering him somewhat less than his lauded Ubermensch. The “Idols” for Nietzsche were “false gods” or the ubiquitous errors that philosophy should expose. He is likely borrowing (without citation!) from sir Francis Bacon, whose “idols” are fetishes which can divert us from the pursuit of truth. Learning is hard, but it doesn’t have to be gloomy, hence, I advocate for a different sort of hammer to act as a “tuning-fork” sounding out the hollow and dangerous idols handed down to us that have passed for sagacity. (shrink)

A reading of the film Moonstruck (1987) is presented in two movements. The first aligns Moonstruck with certain Hollywood film comedies of the 1930s and 40s, those Stanley Cavell calls comedies of remarriage. The second turns to some aspects of Emerson's writing – in particular his interest in our relation to human greatness, and his coinciding interest in our relation to the words of a text – and shows how Moonstruck inherits these Emersonian, essentially philosophical interests.

A reading of the film Moonstruck (1987) is presented in two movements. The first aligns Moonstruck with certain Hollywood film comedies of the 1930s and 40s, those Stanley Cavell calls comedies of remarriage. The second turns to some aspects of Emerson's writing – in particular his interest in our relation to human greatness, and his coinciding interest in our relation to the words of a text – and shows how Moonstruck inherits these Emersonian, essentially philosophical interests.

Meta-analysis is a statistical analysis that combines the results of relevant studies performed for same purpose and is used as a tool for evidence-based medicine to support clinical decision making. Because a meta-analysis includes advanced statistical analysis, the report is not easily understandable to clinicians. In this study, we aimed to write a guideline for clinicians to help them understand the statistical analysis part of a meta-analysis and interpret graphs and results of a meta-analysis.

A guide for translators, about the translation theory, the translation process, interpreting, subtitling, internationalization and localization and computer-assisted translation. A special section is dedicated to the translator's education and associations. The guide include, as annexes, several independent adaptations of the corresponding European Commission works, freely available via the EU Bookshop as PDF and via SetThings as EPUB, MOBI (Kindle) and PDF. For a “smart”, sensible translation , you should forget not the knowledge acquired at school or university, but the corrective (...) standards. Some people want a translation with the touch of the source version, while another people feel that in a successful version we should not be able to guess the original language. We have to realize that both people have right and wrong, and that their only fault is to present requirement as an absolute truth. Teachers agree at least on this principle: “If a sentence is ambiguous, the translation must also be“. There is another critical, less easy to argue, based on an Italian phrase with particularly strong wording: “Traduttore, traditore“. This critique argues that any translation will betray the author‘s language, spirit, style … because of the choices on all sides. What to sacrifice, clarity or brevity, if the formula in the text is brief and effective, but impossible to translate into so few words with the exact meaning? One could understand this criticism that it encourages us to read “in the text.” It seems obvious that it is impossible to follow this advice into practice. CONTENTS: Translation - Assessment of the amount of translated texts - Translation and interpretation - - Translation documents - Translation theories - - Practical / communicative approach - - Approaches of literary theories - - Sociolinguistic mainstream - - Approaches based on linguistic theories - - Approaches based on philosophical and hermeneutic concepts - - Semiotic approaches - The translation process - Types of translations - - Technical translation - Schools of thought - Difficulties associated with specialized domains - The problem of double translation - Thoughts about translation - European standard for translation services - Beautiful infidels - Self-translation - - Types of self-translation - - Factors that promote self-translation - - Self-translation and not authorial translation - Technical translation - - Terminology - - Translation process - - Translation tools - - The technical translator - - - Status - - - Remuneration - Conference interpreting - - Methods of interpretation - - Skills of the interpreter - - Contexts and working languages - - The interpretation in international institutions - - - UNESCO - - - European Union Internationalization and localization - Example - Internationalization and localization - Challenges - Software localization - - Difficulties - - Composing specifications - - Special tools Computer-assisted translation - Translation memory - - Advantages and disadvantages - - General operation - - Various - - Software - Machine translation - - Translation process - - Prerequisites - - Difficulties - - Approaches - - Development - - Existing products and services - - Prospective - Parallel text Subtitle - Subtitling or dubbing? - Description - Subtitling the movies - - Spotting - - Translation - - Simulation - - Engraving, inlaying or packaging - - The live broadcast - Live captioning - - Velotype - - Touch typing - - Computer-aided stenotype - - Speech recognition - Surtitles - - Comments - - Technical means - - Artistic issues - Quasi instant voice translation - - Difficulties - - Ongoing projects - - Future Translation Studies - Theories of translation - Interpretive theory - Back-translation - - The proper use of back-translation - False friends - - Cognates - - - Complete false friends - - - Partial false friends - - False cognates - Translation process - - The implications of the "inside" language - - Total and not absolute translation - - A single model - Untranslatability - - Hovering - - Translation methods - - - Adaptation - - - Calque - - - Compensation - - - Borrowing - - - Periphrasis - - - Translator's note - - Untranslatability of poetry and puns - - An amazing counterexample Translators - Translator's notes - European Master's in Translation - - European Master's in Translation - - - Organization of EMT - - - Core skills - - The EMT label - - EMT Network - - - Eligibility - - Members - European Council of Literary Translators' Associations - - History - - Objectives - International Translation Day Annexes: Translation in EU - Translation Guide - - Think before you write - - - Who will be reading the document? - - - What are you trying to achieve? - - - What points must the document cover? - - Focus on the reader - - - Be direct and interesting - - Get your document into shape - - - When you start - - - As you write - - - Two common problems at the European Commission: - - KISS - Keep It Short and Simple - - - Short... - - - ... and Simple: - - - Simple, uncluttered style also means: - - Make sense - structure your sentences - - Cut out excess nouns - verb forms are livelier - - Be concrete, not abstract - - Prefer active verbs to passive - - - Name the agent - - Beware of false friends, jargon and abbreviations - - - Avoid false friends - - - Avoid or explain jargon - - - Take care with abbreviations - - Revise and cheque check - Clear English Tips - - English prefers to be simple, concise and concrete. - - - Use simple words where appropriate. - - - Prefer a verb to an abstract noun - - - Prefer a gerund to an abstract noun - - - Prefer participles to relative clauses - - - And eliminate participles entirely if appropriate. - - - Use the passive voice sparingly - - - Consider replacing negatives with positives - - - Consider short forms and pronouns to avoid repeating full names … - - - Express conditions, including hidden ones, with ‘if’ ... - - - In general, cut out extra verbiage. - - English prefers straightforward syntax - - - Keep the subject close to the beginning of the sentence - - - Avoid splitting up subjects, modals, verbs and direct objects - - - If a sentence is too long, pull information out into separate sentences. - - - Use topic-introducing phrases sparingly. - - English may use different number, articles, gender or words from other languages - - - Keep uncountable nouns in the singular. - - - Use ‘a’ rather than ‘the’ for members of a class. - - - Do not use gender pronouns for entities. - - - Consider alternatives to ‘of’. - - - Finally, avoid ‘false friends’ in translation. - English Style Guide - - Introduction - - Writing English - - - GENERAL - - - SPELLING - - - PUNCTUATION - - - NUMBERS - - - ABBREVIATIONS AND SYMBOLS - - - Acronyms and initialisms - - - Contractions and truncations - - - FOREIGN IMPORTS - - - PARTS OF SPEECH - - - LISTS - - - SCIENCE GUIDE - - - FOOTNOTES, CITATIONS AND REFERENCES - - - CORRESPONDENCE - - - PERSONAL NAMES AND TITLES - - - NAMES OF BODIES - - - GENDER-NEUTRAL LANGUAGE - - About the European Union - - - THE EUROPEAN UNION - - - PRIMARY LEGISLATION - - - SECONDARY LEGISLATION - - - THE EU INSTITUTIONS - - - REFERENCES TO OFFICIAL PUBLICATIONS - - - EU FINANCES - - - MEMBER STATES - - - OFFICIAL LANGUAGES AND CURRENCIES - - - EXTERNAL RELATIONS - - TRANSLITERATION - - - TRANSLITERATION TABLE FOR GREEK - - - TRANSLITERATION TABLE FOR CYRILLIC - - FORMS OF ADDRESS - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - - - Envelop - - - Start - - - Close - Style Guide for EU Member States - - Austria - - - Geography - - - Judicial bodies - - - Legal instruments - - - Government bodies and administrative divisions - - Belgium - - - Geography - - - Judicial bodies - - - Legal instruments - - - Federal structure - - Bulgaria - - - Geography - - - Judicial bodies - - - Legal instruments - - Croatia - - - Geography - - - Regions - - - Judicial bodies - - - Political and administrative structure - - - Legal instruments - - - Law gazettes, official gazettes and official journals - - - Miscellaneous - - Cyprus - - - Geography - - - Judicial bodies - - - Legal instruments - - Czech Republic - - - Geography - - - Judicial bodies - - - Legal instruments - - Denmark - - - Geography - - - Judicial bodies - - - Legal instruments - - Estonia - - - Geography - - - Judicial bodies - - - Legal instruments - - - Law gazettes, official gazettes and official journals - - Finland - - - Geography - - - Judicial bodies - - - Legal instruments - - - Law gazettes, official gazettes and official journals - - France - - - Geography - - - Judicial bodies - - - Legal instruments - - Germany - - - Geography - - - Judicial bodies - - - Legal instruments - - - Government bodies and administrative divisions - - Greece - - - Geography - - - Judicial bodies - - - Legal instruments - - Hungary - - - Geography - - - Judicial bodies - - - Legal instruments - - Iceland - - - Judicial bodies - - Ireland - - Italy - - - Geography - - - Judicial bodies - - - Legal instruments - - Latvia - - - Geography - - - Judicial bodies - - - Legal instruments - - Lithuania - - - Geography - - - Judicial bodies - - - Legal instruments - - - Law gazettes, official gazettes and official journals - - Luxembourg - - - Geography - - - Judicial bodies - - - Legal instruments - - Malta - - - Geography - - - Judicial bodies - - - Legal instruments - - Netherlands - - - Geography - - - Judicial bodies - - - Legal instruments - - Poland - - - Geography - - - Judicial bodies - - - Legal instruments - - - Law gazettes, official gazettes and official journals - - Portugal - - - Geography - - - Judicial bodies - - - Legal instruments - - Romania - - - Geography - - - Judicial bodies - - - Legal instruments - - Slovakia - - - Geography - - - Judicial bodies - - - Legal instruments - - Spain - - - Geography - - - Judicial bodies - - - Legal instruments - - Sweden - - - Geography - - - Judicial bodies - - - Legal instruments - - Turkey - - - Judicial bodies - - - Legal instruments - - United Kingdom - - - Geography Quotes References About the author - Nicolae Sfetcu . 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In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Think Least of Death: Spinoza on How to Live and How to Die by Steven NadlerJohn GreySteven Nadler. Think Least of Death: Spinoza on How to Live and How to Die. Princeton, NJ: Princeton University Press, 2020. Pp. x + 234. Hardback, $39.95.Think Least of Death is not just an interpretation of Spinoza, but a defense of his philosophy. Nadler develops Spinoza's arguments in ways that are intended (...) both to reflect Spinoza's views and to persuade us that the views in question are true. He uses success language throughout to describe Spinoza's ideas ("What Spinoza discovered, and what he wants us to know, is that..." [11]) and arguments ("Spinoza... has demonstrated, rigorously and a priori, that..." [188]). Nadler is not just a Spinoza scholar here; he also thinks that Spinoza basically got it right. It would be a mistake, then, to evaluate Think Least of Death solely on its interpretive merits as a reading of Spinoza's Ethics. It is more fruitful to look at the places where Nadler not only describes, but apparently endorses, Spinoza's views.Following Nadler, I will focus here on the practical philosophy. Briefly put, Spinoza takes the right way of living to consist in adherence to the dictates of reason, which prescribe "that everyone love himself, seek his own advantage... and 'absolutely, that everyone should strive to preserve his own being as far as he can'" (191). These general principles issue in more specific directives based on facts about human nature. For instance, since the nature of the human mind is such that it always benefits from further understanding, reason directs us to strive for further understanding. To the extent that a human being lives in accordance with such dictates of reason, they will feel joyful, be free, and act virtuously. Conversely, when they are driven by their passions rather than reason, they will often feel sorrow, lack autonomy, and do things that are harmful to themselves and others. This is the source of whatever motivating power these directives have: necessarily, following them conduces to our self-interest.A crucial point for Nadler is that these facts about human nature are the same for each human being. This implies that "there is in fact an objective, non-arbitrary determination of what constitutes a more perfect or ideal human being" (28), the ideal that Spinoza variously refers to as the model of human nature or the free man. On Nadler's reading, Spinoza's notion of the free man (which he treats as equivalent to the model of human nature) is not "some creature of the imagination or reflection of personal taste" (29), but a representation of "the ideal state toward which every individual [human] naturally and necessarily... strives" (29). [End Page 708]A signal contribution of the book is to show that the free person's life is a realizable goal rather than an unattainable ideal. The free person is determined to act by reason alone, yes—but this is compatible with him or her also having passions, so long as those passions do not determine his or her behavior. A free person might feel fear at the prospect of death or suffering, but that fear will not determine what he or she does. Instead, the free person's actions will be determined by the guidance of reason and the positive affects (joy, love, self-esteem, and the like).Since the life of the free person is in principle attainable, Nadler proposes that we take the free person's life as a model for how we ourselves should live. For instance, when Spinoza writes that "a free man always acts honestly" (E 4P72), the implication is that we ourselves should always act honestly. Now, there is an apparent inconsistency in this position, nicely articulated by Don Garrett ("'A Free Man Always Acts Honestly, Not Deceptively': Freedom and the Good in Spinoza's Ethics," in Nature and Necessity in Spinoza's Philosophy [New York: Oxford University Press, 2018], 441–61). The free man—living entirely according to the guidance of reason—always acts honestly. Yet reason also guides us to seek our own advantage, and sometimes the... (shrink)

Some years ago, I reached the point where I can usually tell from the title of a book, or at least from the chapter titles, what kinds of philosophical mistakes will be made and how frequently. In the case of nominally scientific works these may be largely restricted to certain chapters which wax philosophical or try to draw general conclusions about the meaning or long term significance of the work. Normally however the scientific matters of fact are generously interlarded with (...) philosophical gibberish as to what these facts mean. The clear distinctions which Wittgenstein described some 80 years ago between scientific matters and their descriptions by various language games are rarely taken into consideration, and so one is alternately wowed by the science and dismayed by its incoherent analysis. So it is with this volume. -/- If one is to create a mind more or less like ours, one needs to have a logical structure for rationality and an understanding of the two systems of thought (dual process theory). If one is to philosophize about this, one needs to understand the distinction between scientific issues of fact and the philosophical issue of how language works in the context at issue, and of how to avoid the pitfalls of reductionism and scientism, but Kurzweil, like most students of behavior, is largely clueless. He is enchanted by models, theories, and concepts, and the urge to explain, while Wittgenstein showed us that we only need to describe, and that theories, concepts etc., are just ways of using language (language games) which have value only insofar as they have a clear test (clear truthmakers, or as John Searle (AI’s most famous critic) likes to say, clear Conditions of Satisfaction (COS)). I have attempted to provide a start on this in my recent writings. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019) . (shrink)

Some years ago I reached the point where I can usually tell from the title of a book, or at least from the chapter titles, what kinds of philosophical mistakes will be made and how frequently. In the case of nominally scientific works these may be largely restricted to certain chapters which wax philosophical or try to draw general conclusions about the meaning or long term significance of the work. Normally however the scientific matters of fact are generously interlarded with (...) philosophical gibberish as to what these facts mean. The clear distinctions which Wittgenstein described some 80 years ago between scientific matters and their descriptions by various language games are rarely taken into consideration, and so one is alternately wowed by the science and dismayed by its incoherent analysis. So it is with this volume. -/- If one is to create a mind more or less like ours, one needs to have a logical structure for rationality and an understanding of the two systems of thought (dual process theory). If one is to philosophize about this, one needs to understand the distinction between scientific issues of fact and the philosophical issue of how language works in the context at issue, and of how to avoid the pitfalls of reductionism and scientism, but Kurzweil, like nearly all students of behavior, is largely clueless. He, is enchanted by models, theories, and concepts, and the urge to explain, while Wittgenstein showed us that we only need to describe, and that theories, concepts etc., are just ways of using language (language games) which have value only insofar as they have a clear test (clear truthmakers, or as John Searle (AI’s most famous critic) likes to say, clear Conditions of Satisfaction (COS)). I have attempted to provide a start on this in my recent writings, such as The Logical Structure of Consciousness (behavior, personality, rationality, higher order thought, intentionality) (2016) and The Logical Structure of Philosophy, Psychology, Mind and Language as Revealed in the Writings of Ludwig Wittgenstein and John Searle (2016). Those interested in all my writings in their most recent versions may consult my e-book Philosophy, Human Nature and the Collapse of Civilization - Articles and Reviews 2006-2016 662p (2016). I will give a very brief presentation of this framework since I have described it in great detail in many recent papers and several books, available on this site and others. -/- Also, as usual in ‘factual’ accounts of AI/robotics, he gives no time to the very real threats to our privacy, safety and even survival from the increasing ‘androidizing’ of society which is prominent in other authors (Bostrum, Hawking etc.) and frequent in scifi and films, so I make a few comments on the quite possibly suicidal utopian delusions of ‘nice’ androids, humanoids, democracy, diversity, and genetic engineering. -/- I take it for granted that technical advances in electronics, robotics and AI will occur, resulting in profound changes in society. However, I think the changes coming from genetic engineering are at least as great and potentially far greater, as they will enable us to utterly change who we are. And it will be feasible to make supersmart/super strong servants by modifying our genes or those of other monkeys. As with other technology, any country that resists will be left behind. But will it be socially and economically feasible to implement biobots or superhumans on a massive scale? And even if so, it does not seem remotely possible, economically or socially to prevent the collapse of industrial civilization. So, ignoring the philosophical mistakes in this volume as irrelevant, and directing our attention only to the science, what we have here is another suicidal utopian delusion rooted in a failure to grasp basic biology, psychology and human ecology, the same delusions that are destroying America and the world. I see a remote possibility the world can be saved, but not by AI/robotics,CRISPR, nor by democracy and equality. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019). (shrink)

The paper proposes a reconstruction of some fragments of Hegel’s Jena manuscripts concerning the natural genesis of recognitive spiritual consciousness. On this basis it will be argued that recognition has a foothold in nature. As a consequence, recognition should not be understood as a bootstrapping process, that is, as a self-positing and self-justifying normative social phenomenon, intelligible within itself and independently of anything external to it.

In 1682, Leibniz published an essay containing his solution to the classic problem of squaring the circle: the alternating converg-ing series that now bears his name. Yet his attempts to disseminate his quadrature results began seven years earlier and included four distinct approaches: the conventional (journal article), the grand (treatise), the impostrous (pseudepigraphia), and the extravagant (medals). This paper examines Leibniz’s various attempts to disseminate his series formula. By examining oft-ignored writings, as well as unpublished manuscripts, this paper answers the (...) question of how one of the greatest mathematicians sought to introduce his first great geometrical discovery to the world. (shrink)

The paper addresses an exegetical puzzle that is raised by Kant's distinction between opining (Meinen), believing (Glauben), and knowing (Wissen). In presenting his moral arguments, Kant often points out that belief, as he conceives of it, has a unique feature: it requires non-epistemic justification. Yet Kant's official formulation of the tripartite distinction runs counter to this claim. It describes Belief in terms of a set of two features, each of which also pertains to either opinion or knowledge. My aim in (...) this paper is to propose a novel interpretation of Kant’s distinction which dissolves this exegetical puzzle. (shrink)

While anger can derail argumentation, it can also help arguers and audiences to reason together in argumentation. Anger can provide information about premises, biases, goals, discussants, and depth of disagreement that people might otherwise fail to recognize or prematurely dismiss. Anger can also enhance the salience of certain premises and underscore the importance of related inferences. For these reasons, we claim that anger can serve as an epistemic resource in argumentation.

The importance of teaching critical thinking skills at the college level cannot be overemphasized. Teaching a subcategory of these skills—argument analysis—we believe is especially important for first-year students with their college careers, as well as their lives, ahead of them. The struggle, however, is how to effectively teach argument analysis skills that will serve students in a broad range of disciplines.

What kind of technology is the piano? It was once a distinctly everyday technology. In the bourgeois home of the nineteenth century it became an emblematic figure of gendered social life, its role shifting between visually pleasing piece of furniture, source of light entertainment, and expression of cultured upbringing. It performed this role unobtrusively, acting as a transparent mediator of social relations. To the composer of concert music it was, and sometimes still is, says Samuel Wilson, like the philosopher’s table: (...) “an assumed background on which one writes.” Like other instruments standard to Western art music, the piano was designed to facilitate the production of a consistent and refined timbre. More than most other such instruments, the piano also facilitated a kind of sonic neutrality. With its wide pitch range and smoothing of the percussive attack of its predecessor instruments, the piano presented composers with a technological means of approaching composition from a seemingly objective vantage point. It exemplified, in Heideggerian terms, the instrumentality of the instrument, serving as a mediator between idea and expression that apparently adds no character of its own. -/- This notion of the invisibility, or transparency, of the mediations that musical technologies such as the piano enact is one of my areas of concern here. So too is its inverse: when these mediations become visible or opaque. Transparency has been a topic of significant recent theoretical attention. Stefanos Geroulanos, for example, has detailed how the supposed transparency of intersubjective, epistemological, and social relations was a major point of critique in postwar French thought, where the supposition of transparency was taken to suppress how the world was “complex, layered, structured, filled with heterogeneity” – and, as I will stress here, contingency. The thinkers Geroulanos considers, from Jean-Paul Sartre through to Jean-François Lyotard, can be said to be united in their refusal to invisibilise mediatedness. From a starting point of conceiving of the piano as a technological artifact, and in particular from John Cage’s ‘prepared piano,’ I will explore how a similar concern has appeared in musical contexts, albeit not without the risk of reversion back into a logic of transparency. (shrink)

This research employs the Bayesian network modeling approach, and the Markov chain Monte Carlo technique, to learn about the role of lies and violence in teachings of major religions, using a unique dataset extracted from long-standing Vietnamese folktales. The results indicate that, although lying and violent acts augur negative consequences for those who commit them, their associations with core religious values diverge in the final outcome for the folktale characters. Lying that serves a religious mission of either Confucianism or Taoism (...) (but not Buddhism) brings a positive outcome to a character (βT_and_Lie_O= 2.23; βC_and_Lie_O= 1.47; βT_and_Lie_O= 2.23). A violent act committed to serving Buddhist missions results in a happy ending for the committer (βB_and_Viol_O= 2.55). What is highlighted here is a glaring double standard in the interpretation and practice of the three teachings: the very virtuous outcomes being preached, whether that be compassion and meditation in Buddhism, societal order in Confucianism, or natural harmony in Taoism, appear to accommodate two universal vices—violence in Buddhism and lying in the latter two. These findings contribute to a host of studies aimed at making sense of contradictory human behaviors, adding the role of religious teachings in addition to cognition in belief maintenance and motivated reasoning in discounting counterargument. (shrink)

On 1 November 1755, the city of Lisbon in Portugal was virtually destroyed by the largest documented seismic event ever to hit Europe. It is often claimed that the catastrophe severely damaged the plausibility of Leibniz’s optimism, and even the wider project of theodicy. Leibniz died several decades before the Lisbon earthquake struck, and so was unable to address it and the challenges thrown up by it, which would have included an account of how the event was consistent with God’s (...) providence. Contemporary scholars are of the view that Leibniz explained natural disasters like earthquakes as nothing more than the unfortunate consequences of the normal workings of simple laws of nature, and that God permits such disasters to happen because it would be unworthy of him to overrule the laws he has established. There certainly is this line of thinking in Leibniz’s writings, but it is far from being the whole story, as we shall see. The aim of this paper is to determine what Leibniz’s response to the Lisbon earthquake would have been, had he lived to know about the event. (shrink)

This article proposes a sensory studies methodology for the interpretation of museum objects. The proposed method unfolds in two phases: virtual encounter via an on-line catalog and actual exposure in the context of a handling workshop. In addition to exploring the écart between image and object, the “Sensing Art and Artifacts” exercise articulates a framework for arriving at a multisensory, cross-cultural, interactive understanding of aesthetic value. The case studies presented here involve four objects from the collection of the Hunterian Museum (...) as sensed and interpreted by scholars of psychology, philosophy, sociology, and anthropology. It is proposed that aesthetic judgment in the expanded (cross-cultural) sense contemplated here involves apprehending the museum object through multiple sensory modalities in place of the conventional Western fixation on visible form. (shrink)

The author’s practice-led research explores “the act of living.” In order to advance this idea, the author has acquired skills in investigation and expressed her thinking through a descriptive and explanatory visual language. The author’s learning journey, while not unique, has not been an ordinary one. Initial academic failure to achieve in the school education system contributes to choosing a life working on the land and harbouring the belief that she is unable to learn academically. Still, the author has gained (...) a rich base of physical knowledge and experience through the traditional oral route including learning interpersonal communication through body language and vocal tonality. The author has used this intuitive knowledge to develop an arts practice where she explores the bio-cultural links between people and the lands they inhabit, creating works that aim to extend knowing through emphasising the experience and atmosphere of landscape. At this time, when our lives have become increasingly encoded and intellectually based, the author shares a belief with American philosopher Eugene Gendlin (b. 1926) that the “felt sense” can be developed in order to enable us to engage more fully with the world around us. The author explores this idea in her visual art but also realizes the need to express it in writing, both in order to reach a wider public and because of the possibilities offered by the written word to make public which is private and held deep within. (shrink)

This guide focuses on the content and form of excellent philosophical writing, with further comments on reading, thinking, writing processes, publication strategies, and self-cultivation.

This research aims at examining three important things, i.e. students’ technique in paraphrasing, paraphrasing acceptability and obstacles in paraphrasing. A qualitative approach was used to carry out this study by purposively selecting 26 Indonesian college students of English as respondents. The data were collected by giving a paraphrasing task (consisted of 5 paragraphs) to the students and interviewed them to find out in-depth information on paraphrasing acceptably and obstacles. The research revealed that synonym technique was the most frequent technique sued (...) by the respondents due to the easiness of using this technique. On the other hand, the technique of changing positive into negative (vice versa), changing structure of idea, combining two sentences, and changing clause into phrase (vice versa) were found to be the less frequent techniques used for paraphrasing. The research also found that all students are not able to produce good paraphrasing sentences due to their incompetence to satisfy the criteria of good paraphrasing such as not giving citation sources, the tendency for doing plagiarism (changing words with their synonyms and keep the sentence structures still the same as the original. Regarding the respondents’ obstacles in paraphrasing, this study found some obstacles: (1) difficult to find out the appropriate synonyms to change words on original text, (2) difficult to understand unfamiliar terms (3) unable to restructure sentences in new ones, and (4) no idea on how to paraphrase texts effectively. All the obstacles occur due to some causal factors, i.e. (1) lack of vocabulary, (2) lack of paraphrasing practice, (3) ineffective class when learning, (4) teaching technique of lecturers, and (5) limited knowledge of paraphrasing techniques. (shrink)

So you want to publish some philosophy—preferably, good philosophy in a nice journal. -/- How do you do it?

This paper reflects on a problem that Italo Calvino surely confronted when he tried to write foreign literature. How do I incorporate one of these female brats that features in prominent Japanese fictions?

This inquiry seeks to understand how the original form of writing in Mesopotamia—the small pictures and conventions of protocuneiform—became cuneiform, a script that could not be read without acquiring the neurological and behavioral reorganizations understood today as literacy. The process is described as involving small neurological and behavioral changes realized, accumulated, and distributed to new users through interactions with and concomitant incremental changes in the material form of writing. A related inquiry focuses on why and how numerical notations differ from (...) other written signs. Crucially, numerical signs instantiate their meaning, a representational mode that contrasts with the signification used to represent non-numerical language and which makes numerical notations contiguous with their unwritten precursors, technologies like fingers, tallies, and counters. Instantiation is related to the perceptual system for quantity; this so-called number sense influences the function and form of numerical signs. Reading is then discussed as a cognitive activity that necessarily involves a material form, a plausible example of extended cognition. Because numerical notations share function and often form with precursor technologies, if the former participate in extended cognition, the latter likely do as well. In conjunction with the contiguity between numerical notations and their unwritten precursors, this complicates the idea that (all) writing is (just) language. Finally, potential follow-on research is suggested. (shrink)

The answer I shall sketch is not mine. Nor, as far as I can tell, is it an answer to be found in the voluminous literature inspired by Kripke’s work. Many of the elements of the answer are to be found in the writings of Wittgenstein and his Austro-German predecessors, Martinak, Husserl, Marty, Landgrebe and Bühler. Within this Austro-German tradition we may distinguish between a strand which is Platonist and anti-naturalist and a strand which is nominalist and naturalist. Thus Husserl’s (...) account of what he calls “directly referring” uses of singular terms invokes senses or individual concepts, albeit simple, not descriptive senses. But the account of reference fixing and reference given by Landgrebe, Bühler and Wittgenstein rejects senses.1 I confine further reference to these writers to footnotes since my aim here is to develop and unify some of their suggestions, in particular by comparing them with more recent work (cf. Mulligan 1997). (shrink)

Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC programs hope to achieve. Moreover, the label of "resistance" is often used without further examination of the underlying causes. Based on research and experience as (...) doctoral Writing Fellows in the Borough of Manhattan Community College WAC Program, we argue that so-called resistances are often justified concerns in regard to implementing WAC under given institutional, disciplinary, departmental, and personal constraints. We also suggest that if we listen and respond to these concerns, they become means to facilitate faculty engagement with WAC. By working through their concerns and adapting WAC to their context, faculty can take ownership of WAC and further develop the practice. Thus, what at first appears to be an impediment to deep-rooted pedagogical change ”resistance” can be used to encourage faculty to make WAC their own. (shrink)

This study examines how evidence is used differently in argumentative discourse compared to individual arguments. Applying a 1×2 crossover study design, 37 secondary school students were asked either to discuss a social issue with their partner before individually writing an essay outlining their opinion or, vice versa, first to discuss and then to write. As background information, they were provided with pieces of evidence with different levels of quality. Dialogs and essays were analyzed regarding (a) the type of evidence (...) and (b) the way evidence was used. Results showed that in their essays students referred more often to the pieces of evidence provided to them (shared evidence). In contrast, they used evidence more often to address the opposing viewpoint in dialogs by incorporating it in a more elaborated (clearer) line of reasoning. Findings suggest that dialogues are a more effective tool than individual writing production, and the study provides first hints regarding how to design curricula that will encourage students to use evidence in a more sophisticated way in their argumentation. (shrink)

The logic of academic writing is the argumentative strategy on which our papers, our sections, and our paragraphs are based. It is a strategy, as it is a plan that connects different steps and has a specific goal, namely convincing the audience of an original and important idea. And it is argumentative, for two reasons. First, we can defend our idea and we can convince our audience only through arguments, which only in very few disciplines are formal deductions. In most (...) cases, the arguments that we use are based on premises accepted by a community and the conclusions are drawn from principles that in the ancient dialectics were called “maxims,” principles shared by everyone. Second, a paper is a dialogue between the author and his or her readers. An idea can be considered as interesting and worth reading only when it addresses a topic that is perceived as important by the readers and tackles a problem that is open and needs to be solved. Our arguments are acceptable when they start from the premises of our community of readers, avoiding repeating what is obvious for them or taking for granted what is obscure or unknown to them. In this book, we present the argumentative approach to academic writing that we used in classroom. What characterizes it and makes it unique is the perspective that is adopted. We do not start from preexisting ideas that only need to be presented in a way that is suitable to an academic public. We intend to show that writing academically is a consequence of thinking academically, or rather “strategically.” We want to explain how the linguistic and presentational devices are the result of a much deeper plan underlying them, and how mastering the logic of a paper leads to understanding and even developing academic styles. The logic of academic writing is not aimed at teaching how to use language and write texts academically, but at enabling readers to create their own style based on their own argumentative strategies. (shrink)

In the Tractatus, Wittgenstein conceives of tautology as 'saying nothing'. More precisely, he holds -- or so this essay contends -- that it says nothing in virtue of possessing a zero quantity of sense. Insofar as it is the limit of a series of propositions of diminishing quantity of sense, tautology resembles a degenerate conic section. But it also resembles the result of a summing together of equal and opposite linear vector quantities. Both of these models shape Wittgenstein's conception of (...) tautology in the Tractatus, though they are not fully reconciled. Many of the puzzling features of the Tractatus's view of logic arise from this failure to affect the needed reconciliation. These points are argued for by working through the development of Wittgenstein's views on these matters in the Wartime Notebooks and other pre-Tractatus writings. (shrink)

In this text I consider the question of why to write ? retracting back this question to the point of view of the individual that I am from the one of the society as a whole. I believe that this change of point of view may serve even the construction of a collective discourse, in particular because a solution to this problem would guarantee the preservation of meaning even at the collective level. Taking this point of view has consequences (...) on how to write and to organize its script into units of meaning and these units around a structure, and they in return have an impact on the question of the why. This text contains reflections on these many questions. (shrink)

Much of our know-how is acquired through practice: we learn how to cook by cooking, how to write by writing, and how to dance by dancing. As Aristotle argues, however, this kind of learning is puzzling, since engaging in it seems to require possession of the very knowledge one seeks to obtain. After showing how a version of the puzzle arises from a set of attractive principles, I argue that the best solution is to hold that knowledge-how comes in (...) degrees, and through practice a person gradually learns how to do something. However, the two standard accounts of know-how in the literature, intellectualism and anti-intellectualism, cannot properly account for the distinctive way in which know-how is gradually acquired by practice, a process in which conceptual representations and practical abilities are intimately interwoven. Drawing on Gareth Evans's work, I outline an account that may do so, and use this account to distinguish between two forms of learning to explain why skill generally cannot be learnt through testimony, and requires practice. (shrink)

Simulation models of the Reiterated Prisoner's Dilemma (in the following: RPD-models) are since 30 years considered as one of the standard tools to study the evolution of cooperation (Rangoni 2013; Hoffmann 2000). A considerable number of such simulation models has been produced by scientists. Unfortunately, though, none of these models has empirically been verified and there exists no example of empirical research where any of the RPD-models has successfully been employed to a particular instance of cooperation. Surprisingly, this has not (...) kept scientists from continuing to produce simulation models in the same tradition and from writing their own history as a history of success. In a recent simulation study -- which does not make use of the RPD but otherwise follows the same pattern of research -- Robert Axelrod's (1984) original role model for this kind of simulation studies is praised as ``an extremely effective means for investigating the evolution of cooperation'' and considered as ``widely credited with invigorating that field'' (Rendell et al. 2010). (shrink)

Heidegger’s oeuvre (> 100 volumes) contains a plethora of comments on contemporary science, or rathertechnosciencebecause, according to Heidegger, science is inherently technical. What insights can be derived from such comments for philosophers questioning technoscience as it is practiced today? Can Heidegger’s thoughts become a source of inspiration for contemporary scholars who are confronted with automated sequencing machines, magnetic resonance imaging machines and other technoscientific contrivances? This is closely related to the question of method, I will argue. Although Heidegger himself was (...) notoriously ambivalent when it came to method, especially in his later writings, his oeuvre nonetheless contains important hints for how a philosophical questioning of technoscience could be practiced, such as: paying attention to language (to the words that we use) or taking a step backwards (towards the moment of commencement of the type of rationality at work). For Heidegger, method means: being underway, and a philosophical method must be developed along the way. After discussing Heidegger’s views on method, both in his earlier and in his later writings, three dimensions of contemporary technoscience will be addressed, namely: technoscientific objects (research artefacts), technoscientific sites (laboratories as unworldly environments) and technoscience as a global enterprise. In the final section, the question will be addressed whether and how a critical encounter between philosophy and technoscience is possible. (shrink)

Educators are increasingly concerned with the use of artificial intelligence (AI) in student writing. Much of the concern focuses on the issue of students using ChatGPT to complete their work. I introduce the CUPID model for instructors to use when thinking about how to pedagogically handle ChatGPT. The CUPID model lays out five general approaches: Catch, Utilize, Prevent, Ignore, and Disincentivize. I suggest that instructors should especially consider using certain assignments that fall under the approach “Disincentivize”. Philosophy instructors in particular (...) should assign more low-stakes writing, such as journals and reflection pieces. The adoption of low-stakes writing assignments aims to discourage students from relying on AI while promoting clarity of thought and deeper engagement with philosophical ideas. (shrink)

For most philosophers who have written recently on the topic, to give into temptation is always to revise a decision in a way that is somehow unreasonable—as when, say, recalling that there is a World Cup game that I can stream from my office, I abandon my plan to spend the morning writing. But I argue in this paper that a person can also give in to the temptation to violate a decision without undoing that decision or even calling it (...) into question. This is possible, I argue, because the content of our decisions does not always settle exactly what is required to abide by them. This slack between the explicit content of our decisions, and the specific acts by which we carry or fail to carry them out, allows us to act contrary to those decisions even as they remain in place. As such, temptation of this kind cannot be resisted simply by refraining from reconsidering our decisions or changing our minds about what to do. (shrink)

I provide a critical survey of some of the major findings of Wittgenstein and Searle on the logical structure of intentionality(mind, language, behavior), taking as my starting point Wittgenstein’s fundamental discovery –that all truly ‘philosophical’ problems are the same—confusions about how to use language in a particular context, and so all solutions are the same—looking at how language can be used in the context at issue so that its truth conditions (Conditions of Satisfaction or COS) are clear. The basic problem (...) is that one can say anything but one cannot mean (state clear COS for) any arbitrary utterance and meaning is only possible in a very specific context. I begin with ‘On Certainty’ and continue the analysis of recent writings by and about them from the perspective of the two systems of thought, employing a new table of intentionality and new dual systems nomenclature. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019) . (shrink)

Wittgenstein's lack of sympathy for Shakespeare's works has been well noted by George Steiner and Harold Bloom among others. Wittgenstein writes in 1950, for instance: "It seems to me as though his pieces are, as it were, enormous sketches, not paintings; as though they were dashed off by someone who could permit himself anything, so to speak. And I understand how someone may admire this & call it supreme art, but I don't like it." Of course, the animosity of one (...) great mind for another has its own interest. But the interest here is increased by two factors: (1) Wittgenstein's brief but specific critique of Shakespeare's similes, of interest particularly since he identifies his own philosophical strength half-deprecatingly but still seriously as one of crafting beautiful similes; and (2) Wittgenstein's and Shakespeare's shared concern, as revealed in Stanley Cavell's writings, with the human impulse to skepticism. The present paper considers the importance of these two factors in weighing Wittgenstein's judgment. It suggests that Wittgenstein's frequent charge that Shakespeare is "completely unrealistic" is not a misunderstanding of the Bard (Wittgenstein distinguishes his "failure to understand" from others' willingness to misunderstand Shakespeare) but rather an expression of Wittgenstein's anxiety over Shakespeare's wholly original use of language to represent the sound of the raw motives to skepticism. (shrink)

In the philosophical works of Emmanuel Levinasʼs early career, it is in a phenomenology of Eros that he claims to have uncovered the site of what he calls ʻtranscendenceʼ. This is no small claim. According to the argument of the later Totality and Infinity (1961), the history of Western philosophy is to be thought as the history of the ʻphilosophy of the sameʼ. Within this polemical generalization almost the whole of Western philosophy is characterized as a totalizing discourse which aims (...) to reduce everything to the categories of a thematizing consciousness. Conceptual structures are employed (or presupposed) in order to make diverse phenomena commensurable within a system, and according to Levinas this operation always constitutes a reduction of what is ʻotherʼ to the order of the ʻsameʼ. In agreement with a certain transcendentalism which is itself implicated in Levinasʼs critique, these structures of thought are then equated with consciousness itself; the thematizing project is one of mastery in which noemata will of necessity conform to noesis, in which the object is constituted for and by the subject. The experience of transcendence, so rare in this version of philosophyʼs history, is the experience of whatever is and truly remains other than me, recalcitrant to mastery through conceptualization and to the transcendental project of the subject to construe everything as originating from within itself. If, then, it is first of all in the erotic relation that the possibility of the experience of transcendence is said to arise, Eros can in no sense be dismissed as an unimportant or peripheral theme for Levinas, and a full investigation is warranted, especially given the current interest in Levinasʼs work, interest which is not limited to the discipline of philosophy. Furthermore, as the notion of Eros is closely associated, textually and conceptually, with what Levinas calls ʻthe feminineʼ, critical attention has been excited amongst feminist scholars of various persuasions, with claims – both positive and negative – being made for Levinasʼs significance as a resource for feminist philosophy and feminist politics. If assertions of a ʻLevinasianʼ feminism, no matter how qualified, tend to rest on the idea that Levinasʼs phenomenology of Eros, and analyses of ʻthe feminineʼ mark a break in or a new departure from a ʻmasculinistʼ tradition, this article seeks, in part, to argue to the contrary. (shrink)

This volume brings together essential writings by the unjustly neglected nineteenth-century philosopher Frances Power Cobbe (1822-1904). A prominent ethicist, feminist, champion of animal welfare, and critic of Darwinism and atheism, Cobbe was well known and highly regarded in the Victorian era. This collection of her work introduces contemporary readers to Cobbe and shows how her thought developed over time, beginning in 1855 with her Essay on Intuitive Morals, in which she set out her duty-based moral theory, arguing that morality and (...) religion are indissolubly connected. This work provided the framework within which she addressed many theoretical and practical issues in her prolific publishing career. In the 1860s and early 1870s, she gave an account of human duties to animals; articulated a duty-based form of feminism; defended a unique type of dualism in the philosophy of mind; and argued against evolutionary ethics. Cobbe put her philosophical views into practice, campaigning for women's rights and for first the regulation and later the abolition of vivisection. In turn her political experiences led her to revise her ethical theory. From the 1870s onwards she increasingly emphasized the moral role of the emotions, especially sympathy, and she theorized a gradual historical progression in sympathy. Moving into the 1880s, Cobbe combatted secularism, agnosticism, and atheism, arguing that religion is necessary not only for morality but also for meaningful life and culture. -/- Shedding light on Cobbe's philosophical perspective and its applications, this volume demonstrates the range, systematicity and philosophical character of her work and makes her core ethical theory and its central applications and developments available for teaching and scholarship. (shrink)

This paper is a response to Val Plumwoods call for writers to engage in ‘the struggle to think differently’. Specifically, she calls writers to engage in the task of opening up an experience of nature as powerful and as possessing agency. I argue that a critical component of opening up who or what can be understood as possessing agency involves challenging the conception of time as linear, externalised and absolute, particularly in as much as it has guided Western conceptions of (...) process, change and invention. I explore this through anthropologist Carol Greenhouse's claim that social conceptions of time can be read as theories of agency. Thus, in seeking to respond to Plumwood’s call to think differently, the question becomes: what kind of writing would enable a fundamental re-thinking of agency without, however, ignoring the way Western notions of agency have been shaped by linear accounts of time? I look to Jacques Derrida's work as one example. I first locate the possibility of re-writing time and agency in the experiential aspects of his writing, which I argue interrupt both the reader’s sense of agency and linear models of reading. But further, I connect Derrida’s work directly with Plumwood’s by examining how his deconstruction of the Western concept of invention may enable another account of creative change that could reshape what counts as ‘agency’ within the Anthropocene. (shrink)

Vietnam has seen fast-rising debts, both domestic and external, in recent years. This paperreviews the literature on credit market in Vietnam, providing an up-to-date take on the domesticlending and borrowing landscape. The study highlights the strong demand for credit in both therural and urban areas, the ubiquity of informal lenders, the recent popularity of consumer financecompanies, as well as the government’s attempts to rein in its swelling public debt. Given thehigh level of borrowing, which is fueled by consumerism and geopolitics, (...) it is inevitable that theamount of debt will soon be higher than the saving of the borrowers. Unlike the conventional wisdom that creditors have more bargaining power over the borrowers, we suggest that—albeitlacking a quantitative estimation—when the debts pile up so high that the borrowers could not repay, the power dynamics may reverse. In this new politics of debt, the lenders fear to lose the money's worth and continue to lend and feed the insolvent debtors. The result is a toxic lending/borrowing market and profound lessons, from which the developing world could learn. (shrink)

The question of how disability affects wellbeing has occupied a number of philosophers in recent years. However, this literature has proceeded without a careful examination of the fairly vast empirical research on the topic. In this paper, I review the scholarly literature and discuss some philosophically-relevant aspects of it. On average, those with disabilities have a significantly lower level of wellbeing than those without disabilities. Furthermore, there is strong evidence that this reduction in wellbeing is not due entirely to ableist (...) factors. Hence, I argue that it shows that the Mere Difference View of disability is most likely false. However, the literature indeed shows that disabled people typically live good lives. Thus, despite its rejection of the Mere Difference View, it still upholds a disability-affirmative view. These findings allow for a measured critique of some of Peter Singer’s writings on disability. (shrink)

There is an as yet unacknowledged and incomparable contribution to the philosophical debates about know-how to be found in the writings of Ludwig Wittgenstein. It is sourced in his investigations into knowledge and certainty in On Certainty, though it is not limited to these late passages. Understanding the ramifications of this putative contribution (even if one does not agree with it) highlights the extent to which (i) there is now a new range of issues pertaining to know-how which no future (...) philosophical consideration of the topic can ignore, except on pain of failing to engage comprehensively with the subject; (ii) the topic of know-how has been inappropriately marginalised by naturalized epistemology, and may well be as central to epistemology as the propositional knowledge which currently dominates epistemology’s attention; and (iii) any engagement with these potential Wittgensteinian contributions will need to be conducted in tandem with a reflection on the meta-philosophy of epistemology, since their potential impact extends to epistemology’s main methodology, i.e., naturalized reflective equilibrium. These three conclusions, together with a diagnosis of where and why all the current intellectualist accounts of know-how are either internally inconsistent, or irreconcilably flawed on their own terms, provide the motivation and the opportunity for a New Epistemology of Know-How. These conclusions established, I offer one possible Wittgensteinian-orientated version of the New Epistemology of Know-How, providing the first example of a non-naturalized philosophical approach to the topic since Gilbert Ryle. (shrink)

Complex systems like literacy and numeracy emerge through multigenerational interactions of brains, behaviors, and material forms. In such systems, material forms – writing for language and notations for numbers – become increasingly refined to elicit specific behavioral and psychological responses in newly indoctrinated individuals. These material forms, however, differ fundamentally in things like semiotic function: language signifies, while numbers instantiate. This makes writing for language able to represent the meanings and sounds of particular languages, while notations for numbers are semantically (...) meaningful without phonetic specification. This representational distinction is associated with neurofunctional and behavioral differences in what neural activity and behaviors like handwriting contribute to literacy and numeracy. In turn, neurofunctional and behavioral differences place written representations for language and numbers under different pressures that influence the forms they take and how those forms change over time as they are transmitted across languages and cultures. (shrink)