I argue for the existence of imaginative beliefs: mental states that are imaginative in format and doxastic in attitude. I advance two arguments for this thesis. First, there are imaginings that play the functional roles of belief. Second, there are imaginings that play the epistemic roles of belief. These arguments supply both descriptive and normative grounds for positing imaginative beliefs. I also argue that this view fares better than alternatives that posit distinct imaginative and doxastic states to account for (...) the same phenomena. Along the way, I demonstrate the theoretical significance of imaginative beliefs by showing how they pose a challenge for standard taxonomies of the mind, clarify the sense in which imagination is occurrent and voluntary, explain the justificatory role of the imagination, and point to a deep but underappreciated symmetry between imagistic and non-imagistic thought. (shrink)

This paper will argue that there is no such thing as introspective access to judgments and decisions. I t won't challenge the existence of introspective access to perceptual and imagistic states, nor to emotional feelings and bodily sensations. On the contrary, the model presented in Section 2 presumes such access. Hence introspection is here divided into two categories: introspection of propositional attitude events, on the one hand, and introspection of broadly perceptual events, on the other. I shall assume that (...) the latter exists while arguing that the fonner doesn't . Section I makes some preliminary points and distinctions, and outlines the scope of the argument. Section 2 presents and motivates the general model of introspection that predicts a divided result. Section 3 provides independent evidence for the conclusion that judgments and decisions aren't introspectable. Section 4 then replies to a number of objections to the argument, the most important of which is made from the perspective of so-called "dual systems theories" of belief formation and decision making, The upshot is a limited form of eliminativism about introspection, in respect of at least two core categories of propositional attitude. (shrink)

Cognitive representations are typically analysed in terms of content, vehicle and format. While current work on formats appeals to intuitions about external representations, such as words and maps, in this paper we develop a computational view of formats that does not rely on intuitions. In our view, formats are individuated by the computational profiles of vehicles, i.e., the set of constraints that fix the computational transformations vehicles can undergo. The resulting picture is strongly pluralistic, it makes space for a (...) variety of different formats, and is intimately tied to the computational approach to cognition in cognitive science and artificial intelligence. (shrink)

Focused on evolutionary and continuous human development the global, the regulatory system should be formed in the conceptual (the constant research for the detection, identification and evaluation of global imperatives) and application (development and implementation of activities and coordination tools of influence to ensure the existence of human civilization in a secure politically, economically, socially and environmentally balanced world) planes. On the author's calculations of its formation in functionally complete, holistic view is expected by 2030 due to historically conditioned transformations (...) in the nature of social relations. (shrink)

Gaston Bachelard is one of the indespensable figures in the history of 20th-century ideas. The broad scope of his work has had a lasting impact in several fields - notable philosophy, architecture and literature.

Developing tools is a crucial aspect of experimental practice, yet most discussions of scientific change traditionally emphasize theoretical over technological change. To elaborate on the role of tools in scientific change, I offer an account that shows how scientists use tools in exploratory experiments to form novel concepts. I apply this account to two cases in neuroscience and show how tool development and concept formation are often intertwined in episodes of tool-driven change. I support this view by proposing common normative (...) principles that specify when exploratory concept formation and tool development succeed to initiate scientific change. (shrink)

This article explores the role of second-order anger in the formation of resistant feminist space through the work of María Lugones and Sara Ahmed. I argue that this incommunicative form of anger can operate as a bridge between two senses of resistant spatiality in Lugones, connecting the hangout, which is a collective and transgressive space for alternative sense making, and the cocoon, which is a solitary and germinative space of tense internal transformation. By weaving connections with Ahmed’s concept of feminist (...) fragile sheltering, I demonstrate that the insulating character of second-order anger need not be equated with spatial solitude. Rather, given its orientation toward a future becoming away from oppressed subjectivity, germinative cocooning can be understood as constitutive of collective, feminist, and resistant spaces. I conclude, therefore, that feminist spaces ought to shelter second-order angers and embrace fragility as a condition of resistant transformation. (shrink)

We consider the implications of analyzing teaching as a sociocultural form. We suggest that the internalization of mediations includes not only concepts but a complex of dimensions of mediations. These dimensions enable us to define a form. Each students, building on previously subjectivated microforms, tries to give a personal meaning to the transmitted knowledge and to his experiences. The theoretical and professional training enables however the elaboration of a subjectivated sociocultural form. Regarding teacher training, the process is even more complex (...) due to the different origin of the transmitted knowledge. We conclude by outlining some consequences resulting from taking into account this notion of form in teacher training. (shrink)

I argue that Merleau-Ponty is right to claim that some shift in an agent's perspective on the world is partly constitutive of their forming a habit, but that he is wrong about what this shift is because he wrongly conflates habit and skill. I defend an alternative: the perspectiival shift constitutive of habit-formation is that habitual courses of action come to be and seem familiar.

According to the sensitivity account of knowledge, S knows that p only if S’s belief in p is sensitive in the sense that S would not believe that p if p were false. The sensitivity condition is usually relativized to belief-formation methods to avoid putative counterexamples. A remaining issue for the account is where methods should be mentioned in the sensitivity subjunctives. In this paper, I argue that if methods are mentioned in the antecedent, then the account is too strong (...) to accommodate inductive knowledge; if methods are mentioned in the consequent, then the account is too weak to eliminate some luckily true beliefs from the realm of knowledge. Therefore, the strategy to relativize the sensitivity condition is undermined by inductive knowledge and some luckily true beliefs. (shrink)

The purpose of this article is to examine the relationship between the formation of the self and the worldly horizon within which this self achieves its meaning. Our inquiry takes place from two perspectives: the first derived from the Nietzschean analysis of how one becomes what one is; the other from current developments in complexity theory. This two-angled approach opens up different, yet related dimensions of a non-essentialist understanding of the self that is none the less neither arbitrary nor deterministic. (...) Indeed, at the meeting point of these two perspectives on the self lies a conception of a dynamic, worldly self, whose identity is bound up with its appearance in a world shared with others. After examining this argument from the respective view points offered by Nietzsche and complexity theory, the article concludes with a consideration of some of the political and ethical implications of representing our situatedness within a shared human domain as a condition for self-formation. (shrink)

There is an ongoing discussion among scholars as well as among the public about whether liberal democracies should have laws against hate speech. Proponents of hate speech laws argue that these laws play a crucial part in liberal democracies since they help ensure the protection of basic rights, such as every citizen being treated equally with respect. Opponents of hate speech laws, on the other hand, argue that hate speech laws are a threat to freedom of (political) speech and that, (...) hence, these laws are illegitimate in a liberal democracy. I argue that hate speech laws can actually work both as a protection for minority groups, while at the same time also as a defence against unreasonable demands for restrictions on (political) speech. Further, I argue that laws against hate speech are an expression of democratic formation, meaning that the respect for, and protection of, minorities should be an inherent part of an enlightened and educated modern democracy. I present an argument from democratic formation, which builds on foundational pillars of democracy such as dignity, civility, equality, and critical thinking. I hold that phenomena like cancel culture and ‘extreme political correctness’ are a result of a tendency towards the decline of democratic formation in modern society in general – something, which springs from, inter alia, decades of a growing focus on technological development, while at the same time a decreasing focus on critical thinking in the educational system. (shrink)

Résumé : Cette contribution a pour objectif de mettre en exergue la nature de la formation dont bénéficient les enseignants du secondaire qualifiant et sa relation avec les pratiques pédagogiques qui en découlent. Elle se base sur une enquête empirique menée auprès d’un échantillon représentatif de 160 enseignants (es) appartenant à l’AREF Fès -Meknès. L’enjeu principal est, à la fois, d’identifier et d’analyser le contenu dispensé lors des formations professionnelles liées à l’usage des technologies de l’information et de la communication (...) (TIC), et sa relation avec l’amélioration des pratiques pédagogiques. La question essentielle à laquelle on essaie d’apporter quelques éléments de réponse est la suivante : la formation proposée aux enseignants(es) en matière de l’intégration des TIC favorise-t-elle l’amélioration de leurs pratiques pédagogiques ? ...Editions Revue Brochures Educatives منشورات مجلة كراسات تربوية، (سلسلة ''كتب جماعية'' رقم 01)... (shrink)

Historical evidence shows that mental symptoms were constructed in a particular historical and cultural context (19th Century alienism). According to the Cambridge model of symptom-formation, mental symptoms are mental acts whereby sufferers configure, by means of cultural templates, information invading their awareness. This information, which can be of biological or semantic origin, is pre-conceptual and pre-linguistic and to be understood and communicated requires formatting and linguistic collocation. Mental symptoms are hybrid objects, that is, blends of inchoate biological or symbolic signals (...) and cultural configurators. "Culture" plays a very deep role in symptom-formation because templates can attenuate or abolish the specificity of the biological signals involved. This means that signals from different brain sites can be configured as the same symptom and signals from the same site as different symptoms. Although always present, the neurobiological substratum is not fundamental in the understanding and management of mental symptoms. These can only be comprehended in relation to the manner of their construction and the cognitive and emotional biographies of each patient. Direct interference with the brain sites involved may dull mental symptoms but is unlikely to offer long-term cure. If the configuratory style and needs of the patient are not understood and dealt with, he is likely to keep re-constituting or replicating his symptoms in relation to other biological signals. In summary, mental symptoms are not passive happenings but genuine mental acts. Hence, the manner and motivation of their construction may be more important than the signal of brain distress that might have provoked them in the first place. (shrink)

This paper presents 59 new studies (N = 72,310) which focus primarily on the “bat and ball problem.” It documents our attempts to understand the determinants of the erroneous intuition, our exploration of ways to stimulate reflection, and our discovery that the erroneous intuition often survives whatever further reflection can be induced. Our investigation helps inform conceptions of dual process models, as “system 1” processes often appear to override or corrupt “system 2” processes. Many choose to uphold their intuition, even (...) when directly confronted with simple arithmetic that contradicts it – especially if the intuition is approximately correct. (shrink)

The purpose of the paper is to consider genesis and approaches to forming a security culture of tourism and hospitality enterprises that are superstructures of economic, industrial, professional, household, ecological, psychological and social security. In the research, apart from general scientific methods, we used the collection and analysis of primary information obtained from the survey of 220 respondents. Three areas that have a decisive influence on the security of tourism and hospitality enterprises have been identified: organizational culture, decision-making responsibility, and (...) competitiveness. The decision-making methods for different leadership styles were identified. There were conceptualized connection and strength of correlation between types of strategic decisions, leadership styles and organizational culture of tourism and hospitality enterprises. It has been proposed the factors’ configuration relevant to the security of tourism and hospitality enterprises, which focuses on the economic security formation as a function of organizational culture, responsibility for decision making and competitiveness. The styles of leadership and decision-making styles have been revealed, which determine the effectiveness of economic security of tourism and hospitality enterprises. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 42.1 (2004) 113-115 [Access article in PDF] Wilhelm Dilthey. The Formation of the Historical World in the Human Sciences. Edited with an Introduction by Rudolf A. Makkreel and Frithjof Rodi. Princeton: Princeton University Press, 2002. Pp xiii + 399. Cloth $55.00. The first complete English translation of Wilhelm Dilthey's (1833-1911) most important mature work—a seminal work for hermeneutics, phenomenology, critical theory, and the (...) philosophy of history and the human sciences—is to be greatly welcomed. This excellent translation conveys the subtlety and richness of Dilthey's German. Its innovative translations of key terms will provide renewed stimulus to interpreting Dilthey's works.This edition includes Dilthey's investigation of the structures of consciousness in his three preliminary "Studies toward the Foundation of the Human Sciences," his exploration [End Page 113] of the import of the productive systems of historical life for knowledge in The Formation of the Historical World in the Human Sciences, and his final and perhaps best formulation of hermeneutics in "The Understanding of Other Persons and Their Manifestations of Life."Although Carnap and others utilized the word Aufbau in the sense of epistemic "construction," Makkreel and Rodi clarify how Dilthey used it in the sense of "formation." The formation of the historical world refers to its articulation in the human sciences which themselves theoretically reflect this historical world (GSW3: 1). They also argue that Dilthey's theory of the human sciences is not merely an epistemology (Erkenntnistheorie), but a theory of knowledge (Theorie des Wissens) that relates knowing to its context. Whereas epistemology seeks to establish the foundations of conceptual cognition (Erkenntnis), Dilthey places the epistemology of the human sciences within a larger context of the knowledge (Wissen) embodied in social practices and historical forms of life. Knowledge encompasses not only the conceptual cognition of reality, but also the values and purposes established about it.Dilthey accordingly situated the human sciences, which are determined by their respective object and how the object is given (SW3: 38), in relation to a pretheoretical life-nexus and its forms of elementary or ordinary understanding. These are tied up with the temporality, historicity, and structures of social life; with an epochal "objective spirit." Objective spirit indicates the ways in which the past has been objectified and continues to shape contemporary practices and it is analyzed in the human sciences as cultural systems and the external organization of society. A significant characteristic of the Formation is the development of the notion of "productive system or nexus." This new translation of Wirkungszusammenhang suggests a historical efficacy or productivity prior to any analysis of it as either causal or teleological (SW3: 4).The human sciences include the study of dynamic interconnected systems that articulate the intersection of meaning, value, purpose, and force. Dilthey interpreted these temporally, such that meaning primarily concerns how humans are determined by their past, value is based on their present feeling of life, and purpose is projective striving into the future in the face of productive forces (Kräfte) which cannot always be predicted or controlled.For Dilthey, understanding (verstehen) is intrinsically interpretive. Humans can cognize themselves and others only indirectly (SW3: 108), since we are conscious and reflective beings who are bound to the facticity of our bodies and world. Given that we know ourselves and others primarily through actions, life-expressions, and their effects—rather than through introspection or intuition—and that everyday understanding can face breakdowns and what seems distant or strange, elementary understanding leads to higher forms of understanding and interpretation; i.e., hermeneutics. Dilthey's project of a critique of historical reason proceeds from the context of life in all of its complexity and concreteness to the conceptual cognition of the sciences and, finally, to reflective awareness (Besinnung). This reflection is made possible by the prereflective reflexivity (Innesein or Innewerden) of the human subject and, with its double meaning of "sense" (Sinn) as meaning and bodily awareness, constitutes the basic movement of Dilthey's thought.Understanding provides more than scientific access to... (shrink)

O artigo em questão, detendo-se nos indí­cios do ideal da autoformação, para cujas fronteiras o contexto sociocultural da atualidade converge, recuperando a noção de Paidéia, legado grego, discorre sobre o processo pedagógico que, imbrincado em uma rede de relações que envolve as formas simbólicas mediante as quais o homem constrói o mundo, estruturalizando a realidade, segundo a perspectiva de Cassirer (1874-1945), se movimenta, no decorrer da história, oscilando entre a tendência que ora prioriza a formação individual, ora absolutiza o aspecto (...) social, objetos da investigação dos tópicos da reflexão, –Quem é, pois, o indiví­duo?- (Tópico I), e –O que é, pois, a sociedade?- (Tópico II). Longe, no entanto, de encerrar a pretensão de constituir um saber definitivo acerca da noção de indiví­duo e de sociedade, em cujos eixos estão os pressupostos da polarização que tende a envolver o processo formativo-educacional, a discussão propõe uma relação de convergência das nuances e matizes que emergem do pensamento humano trazendo aparentemente silhuetas antagônicas, mais pela ênfase de uma leitura unilateral (que onipotencializa um dos atalhos de expressão) do que propriamente pela impossibilidade de acolher uma –interseccionalidade conciliativa-. Neste sentido, se sob a referencialidade do indiví­duo o texto justapõe Durkheim (1858-1917) e Janet (1859-1947), perpassando pela perspectiva de Morin (1921), ao percurso de domí­nio da sociedade impõe uma conceituação histórica do conhecimento, inter-relacionando-o dialeticamente à produção da existência humana, que, afinal, reivindicando o governo da ciência, –autonomizada- desde a Revolução Cientí­fica (séc. XVII), engendra, em nome da razão instrumental, os valores arquetí­picos da sociedade moderna, que, constitutivos da Paidéia contemporãnea, são confrontados, através da abordagem moriniana, nos aspectos conclusivos do estudo, que denunciam, em suma, que a autoformação demanda uma relacionalidade que não pode escapar a uma correspondência dele (homem) consigo mesmo, cujo conteúdo, referencializado pela razão comunicativa, transpondo a polaridade da questão proposta, torna-se a única proposta à altura da atual conjuntura sociocultural. (shrink)

It is often claimed that epistemic bubbles and echo chambers foster post-truth by filtering our access to information and manipulating our epistemic attitude. In this paper, I try to add a further level of analysis by adding the issue of belief formation. Building on cognitive psychology work, I argue for a dual-system theory according to which beliefs derive from a default system and a critical system. One produces beliefs in a quasi-automatic, effortless way, the other in a slow, effortful way. (...) I also argue that digital socio-epistemic environments tend to inculcate disvalues in their agent's epistemic identity, a process that causes the cognitive shortcircuits typical of conspiracy theories. (shrink)

The model of scientific revolution genesis and structure, extracted from Einstein’s revolution and considered in my previous publications, is applied to the Copernican one . According to the model, Einstein’s revolution origins can be understood due to occurrence and partial resolution of the contradictions between main rival classical physics research programmes : newtonian mechanics, maxwellian electrodynamics, thermodynamics and Boltzmann’s statistical mechanics. In general the growth of knowledge consists in interaction, interpenetration and even unification of different scientific research programmes. It is (...) argued that the Copernican revolution also happened due to realization of a certain dualism – now between mathematical astronomy and Aristotelian qualitative physics in Ptolemy’s cosmology and the corresponding efforts to eliminate it. The works of Copernicus, Galileo, Kepler and Newton all were the stages of the mathematics descendance from skies to earth and reciprocal extrapolation of earth physics on divine phenomena. Yet the very realization of the gap between physics and astronomy appeared to be possible because at least at its first stages modern science was a result of Christian Weltanschaugung development with its aspiration for elimination of pagan components. -/- Key words: scientific revolution, modernity, Christian Weltanschaugung, Copernicus, Ptolemy. (shrink)

If a theory addressing problems that are global in scope aims to be convincing outside its own tradition, it should be robust-enough to deal with the simple observation that, around the world, there are multiple systems of norms, rules and institutionalized normative orders.

The article aims to define the management mechanism of complex, open dynamic systems with human participation. The following parts of the system life-cycle were identified and unified in the theoretical scope: general and specific compositional elements of repeating changes, marginal index boundaries, the dynamics of the compositional elements of the lifecycle, the key points of the change in the character of the index dynamics. In the practical scope, two common trends of socio-economical system life-cycle management are considered. The first trend (...) is the regulation of the comprising element ratio, which provides the increase in the duration of the maximally effective performance of a functioning system. The second trend is the regulation of the reproduction time of a new system. The systems life cycle aspects are investigated in almost all sciences and studied within many disciplines in the field of higher education. Therefore, deepening the mastery of scientific and methodological foundations of the life cycle of a complex open dynamic system is useful for any subject in everyday and practical activities. A human being – in the formation of own human capital. Families – when it is formed, the birth of children, the distribution of income and expenses. Companies – for efficient business activities. As well as local communities, local self-government bodies, public authorities and global entities within their profile activities. The results of the research provide the possibility of the development of applicable mechanisms for effectiveness and stability enhancement of managerial and entrepreneurial operation in business projects. (shrink)

The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more advanced (...) scientific and philosophic basis for the cosmic education where the subject is a comprehensive process of formation and directed progress of both an individual mind and a conglomerate of minds called the "psychospace". The cosmic education researches the permanent progress of the intelligent matter of the Earth. The purpose of the cosmic education has been determined as formation of a planetary and cosmic personality. According to the authors, a planetary and cosmic personality is a harmony of mind, soul, and body, and such harmony is directed to usethe internal creative potential of mind to the benefit of the intelligent matter of the entire Earthand the cosmos. The properties of such a planetary and cosmic personality are being improved continuously; they are a sample (the ideal) of the cosmic pedagogy and the image of a human being of the future. Through the usage of the entire potential and art of upbringing and educating, the cosmic pedagogy is called to embody the major properties of the image of a human being of the future in the new generations of minds and to form a planetary and cosmic personalitycapable of self-actualization to the benefit of the permanent progress of the intelligent matter. (shrink)

The link between human nature and human flourishing is undeniable. "A healthy tree cannot bear bad fruit, nor can a diseased tree bear good fruit" (Matt. 7:18). The ontology of the human person will, therefore, ground the nature of human flourishing and thereby sanctification. Spiritual formation is the area of Christian theology that studies sanctification, the Spirit-guided process whereby disciples of Jesus are formed into the image of Jesus (Rom. 8:28-29; 2 Cor. 3:18; 2 Peter 3:18). Until the nineteenth century, (...) there was an overwhelming consensus among Christian thinkers that some form of mind-body (or soul-body) dualism is true of human beings. Recently, that consensus has eroded, and with it the availability of a shared body of knowledge about spiritual formation. Some Christian physicalists argue that dualism is incompatible with central elements of spiritual formation. Neuroscientist Warren Brown and psychologist Brad Strawn offer the only substantive account of spiritual formation from the view of Christian physicalism and its accompanying objections to dualism. It is on their arguments that this chapter focuses. We argue that Brown and Strawn fail to support their incompatibility thesis. Additionally, we argue that Christian physicalism stands in tension with important philosophical and theological foundations of Christian spiritual formation. In doing so we offer a specific form of dualism, the bodily soul view, and explain how this view illuminates the importance of embodiment, our neurological and social development, and hence the important physical aspects of Christian spiritual formation. (shrink)

While the intersection between race and religion has been an important site for research for the sociology of religion and religious studies (in its descriptive dimensions) as well s theology (in its religiously normative dimensions), neither of these disciplines has incorporated recent work in the analytic philosophy of race. Analytic philosophy of race, for its part, has largely neglected the race/religion intersection, while analytic theologians by and large ignore the theological significance of race altogether. In this paper I am to (...) draw together these distinct disciplinary contributions—social-historical, philosophical and normative-theological—into a single integrated framework for a research program in analytic theology. I call that framework “religious racial formation theory,” and I claim that the work of specifying a determinate religious racial formation theory is not merely a (normatively driven) sociological and historical task but a necessarily philosophical one. I then detail what sorts of metaphysical determinations are required in order to yield an adequate explanation of the intersection uncovered by the socio-historical data summarized in the first section. (shrink)

While most discussions of corruption focus on administration, institutions, the law and public policy, little attention in the debate about societal reform is paid to the “internalities” of anti-corruption efforts, specifically to character-formation and issues of personal and corporate integrity. While the word “integrity” is frequently mentioned as the goal to be achieved through institutional reforms, even in criminal prosecutions, the specifically philosophical aspects of character-formation and the development of corporate and individual virtues in a rational and systematic way tend (...) to be neglected. This paper focuses on the “internalities” of anti-corruption work with special emphasis on the pre-requisites that need to be ensured on behalf of the social elites in order for proper individual and collective character- formation to take place throughout the society. The author argues that a systematic pursuit of socially recognised virtues, both those pertaining to society as a whole and those specific to particular professions and social groups, is the most comprehensive and strategically justified way of pursuing anti-corruption policy, while institutional and penal policies can only serve an auxiliary role. The pursuit of institutional and criminal justice policies against corruption in a society that is subject to increasing relativism with regard to values and morality is at best ineffective, and at worst socially destructive. Thus the paper suggests a re-examination of the social discourse on the level of what the author calls “value strategy” and the gradual building of a plan to create and solidify specifically designed features of “corporate character” for key sectors of the society. This approach can serve as the main long-term strategy to improve the public profile of integrity and reinforce morality in both the public and civil sectors. (shrink)

In this paper, I deal with the constructive and dynamic nature of memory formation and with the nature of memory belief, whether a memory belief reflects the real past experience or a modified memory representation. That is I grapple with the issue of whether such a belief adheres to the final stage of memory or reflects the whole constructive process of memory. After examining the multiple-trace and reconsolidation theories of memory, I conclude that recent findings in neuroscience fundamentally disturb conventional (...) notions of memory belief, since beliefs do not reflect the reconstructive processes episodic and autobiographical memories go through. (shrink)

Over the last four decades arguments for and against the claim that creative hypothesis formation is based on Darwinian ‘blind’ variation have been put forward. This paper offers a new and systematic route through this long-lasting debate. It distinguishes between undirected, random, and unjustified variation, to prevent widespread confusions regarding the meaning of undirected variation. These misunderstandings concern Lamarckism, equiprobability, developmental constraints, and creative hypothesis formation. The paper then introduces and develops the standard critique that creative hypothesis formation is guided (...) rather than blind, integrating developments from contemporary research on creativity. On that basis, I discuss three compatibility arguments that have been used to answer the critique. These arguments do not deny guided variation but insist that an important analogy exists nonetheless. These compatibility arguments all fail, even though they do so for different reasons: trivialisation, conceptual confusion, and lack of evidence respectively. Revisiting the debate in this manner not only allows us to see where exactly a ‘Darwinian’ account of creative hypothesis formation goes wrong, but also to see that the debate is not about factual issues, but about the interpretation of these factual issues in Darwinian terms. (shrink)

Plato’s nephew Speusippus has been widely accepted as the historical person behind the mask of the anti-hedonists in Phlb. 42b–44c. This hypothesis is supported by, inter alia, the link between Socrates’ char- acterization of them as δυσχερεῖς and the frequent references of δυσχέρεια as ἀπορία to Speusippus in Aristotle’s Metaphysics MN. This study argues against assigning any privileged status to Speusippus in the assimilation of δυσχέρεια with ἀπορία. Instead, based on a comprehensive survey of how δυσχερ- words were used in (...) classical antiquity, the semantic shift of δυσχέρεια can be explained in an alternative way. (shrink)

Democratic decision-making is often defended on grounds of the ‘wisdom of crowds’: decisions are more likely to be correct if they are based on many independent opinions, so a typical argument in social epistemology. But what does it mean to have independent opinions? Opinions can be probabilistically dependent even if individuals form their opinion in causal isolation from each other. We distinguish four probabilistic notions of opinion independence. Which of them holds depends on how individuals are causally affected by environmental (...) factors such as commonly perceived evidence. In a general theorem, we identify causal conditions guaranteeing each kind of opinion independence. These results have implications for whether and how ‘wisdom of crowds’ arguments are possible, and how truth-conducive institutions can be designed. (shrink)

Introspection has traditionally been defined as a privileged way of obtaining beliefs about one’s occurrent mental states, and the idea that it is psychologically and epistemically different from non-introspective belief formation processes has been widely defended. At the same time, philosophers and cognitive scientists alike have pointed out the unreliability of introspective reports in consciousness research. In this paper, I will argue that this dissonance in the literature can be explained by differentiating between infallible and informative introspective beliefs. I will (...) argue that the latter are formed similarly to beliefs about the external world, and are therefore susceptible to similar success and failure conditions. Understanding introspection as belief-like will help to locate possible sources of error in regular as well as in pathological cases, carrying relevant implications for the relationship between experience, belief, and delusion. (shrink)

In their 2013 study of traumatic flashback formation, Bourne, Mackay and Holmes raise the question of whether the propensity of a traumatic experience to produce flashbacks is determined by the emotions that are felt at the time of that experience. They suggest that it is not, but the grounds on which they make this suggestion are flawed. Further research is required. That research will need to overcome a significant methodological difficulty — one which is hard to avoid when fMRI data (...) and introspective reports are combined in a single causal inference. (shrink)

Introduction. The development of legal culture and a culture of human rights in the modern world through media technologies, is acquiring special significance in connection with the processes of globalization and the spread of media in recent decades. The purpose of the article is to study the prospects for the use of media education in the formation of the legal social culture and a culture of human rights. Materials and methods. Based on a study of domestic and foreign sources, issues (...) of media education, media literacy, spiritual and moral education, the legal culture of society, the phenomenon of post-truth and ways of forming critical, creative thinking are considered. The use of general scientific, philosophical, and socio-pedagogical methods has made it possible to study media education as a dialogue of learning, stimulating the development of rational, critical thinking, focused on the search for the value foundations of intellectual and social activity. Results. The development of the field of information and communication technologies determines the principles for the formation of the content and orientation of modern education. Media education is interlinked with the development of democracy and human rights. It influences the formation of a culture of citizen participation, their active social position, civic and political culture. Media education plays a significant role in shaping the legal culture of society since critical media research and information research focuses on the analysis of power structures and structures of dominance in the media. A study of the interpretations of the concepts of "media education" and "media literacy" made it possible to show that media education focuses a person on a critical approach to media content. One of the main issues of media education is teaching a person the skills to critically study media and media technologies, which involves addressing the technological, cultural and historical specifics of specific media used at a specific time and place. Information and communication technologies have changed the way of life, work, communication, and ways of selfpresentation, the formation of values, participation in socially significant events. Therefore, a critical approach to mass media should be based on knowledge of socio-philosophical theories, ethics and research in the field of mass media. Discussion. Mass media are constructing a history of human rights, which updates the topic of the media policy of human rights, combining socio-legal, cultural and media theories. Education in the field of acquiring information perception skills, the ability to correctly understand the importance of audiovisual images, to competently handle and navigate information flows are necessary for the life of a modern person in society. (shrink)

Spiritual formation currently lacks a robust epistemology. Christian theology and philosophy often spend more time devoted to an epistemology of propositions rather than an epistemology of knowing persons. This paper is an attempt to move toward a more robust account of knowing persons in general and God in particular. After working through various aspects of the nature of this type of knowledge this theory is applied to specific issues germane to spiritual formation, such as the justification of understanding spiritual growth (...) on an integrative and holistic (heart and mind) model, the reality of hearing God’s voice, and knowing his activity, as well as how such a theory should change the shape of sermons, evangelism, and apologetics. (shrink)

In this paper, the researcher would like to argue the significance of Martin Heidegger’s notion of authenticity in overcoming hindrances in human formation. Through self-awareness, which is essential to the turning point of Dasein from inauthentic to authentic Dasein, the seminarian is also able to attain self-development. To accomplish this aim, he shall explain (1) hindrances in human formation, (2) explain Heidegger’s notion of authenticity, (3) and how self-awareness can overcome hindrances in human formation in the light of Heidegger’s notion (...) of authenticity. By the end of the paper, he hopes to inspire and encourage his co-seminarians to develop self-awareness for a more active and holistic formation in the seminary, seen in the light of the Heideggeran notion of authentic Dasein. (shrink)

I defend the claim that fictional narratives provide cognitive benefits to readers in virtue of helping them to understand character. Fictions allow readers to rehearse the skill of selecting and organizing into narratives those episodes of a life that reflect traits or values. Two further benefits follow: first, fictional narratives provide character models that we can apply to real-life individuals (including ourselves), and second, fictional narratives help readers to reflect on the value priorities that constitute character. I defend the plausibility (...) of these cognitive benefits against certain worries raised by Gregory Currie and Peter Goldie. (shrink)

COVID-19 and military actions on the territory of Ukraine fundamentally changed the organization of the educational process, forcing educational institutions to transfer classroom learning to virtual space. To organize the educational process remotely, we need to organize an educational environment in which we can ensure the implementation of all types of educational activities, as well as creation and selection of e-resources depending on their types. Having guidelines in the form of modes, forms and learning outcomes, it is necessary to structure (...) the content of educational disciplines, corresponding curricula, to ensure the activity of students during lectures and the implementation of practical tasks with the necessary tools, to determine and carry out the selection of electronic educational resources for the effective organization of the educational process in conditions of open education. First of all, it is important to take into account all types of student activities, namely: those ones, which are usually implemented in class and determine the possibility of their implementation in a remote format using cloud services. The monograph considers the problem of effective use of Microsoft 365 services for the organization of e-learning through the prism of the competency approach. In particular, the study established a correspondence between training activities and M365 services, which can provide tools support for their implementation. Chapter 1 analyzes the components of digital competence and the abilities necessary for the organization of the e-learning process. Based on the analysis, the correspondence between the components of digital competence and M365 services, the possession of which indicates the existing level of digital competence, was established. Chapter 2 of the monograph describes the digital competences necessary for the organization of various types of training using Microsoft 365 services. It studies features of using digital identity cloud services, Microsoft 365 services for digital data management and collaboration, e-learning management, design and creation of digital content, problem solving and innovation, digital communication, cooperation and interaction. Chapter 3 offers a developed model of hybrid educational environment architecture based on Microsoft Teams platform and analyzes digital competences for the organization of asynchronous interaction between students and teachers using MS Teams tools. Chapter 4 is devoted to the results of an experimental study of the effectiveness of the use of Microsoft 365 services for the organization of e-learning and the readiness of teachers and students to use them. (shrink)

Quality of Zionism`s formation Written by: A.M. Abstract One of the most important discussions in every school of thought is the subject of recognizing the enemies against the given school. Every being in the world should know their enemies in order to be able to secure their survival and provide the necessary means of defend against the enemies. Even the animals follow the same rule; no animal was trapped by the hunter except when it acted ignorantly. Concerning this subject, Imam (...) Khomeini Says no freeman officially recognizes Israel. The Quranic verse (82, surah: Ma`edeh) explains the subject of knowing the enemy and prioritizes it as, “Latajiddana Ashad Al-Nas” The first important enemy is the Jews and if one day the Quran would change the first important enemy changed. Any mention of the Jews in the Quran should be interpreted as the Zionism. The second important enemy is “Al-Ladina Ashraku” which means the polytheists. Another Quranic verse says that the Christians are also the Muslims` enemies, “Wa lan Tarza ankel Yahud Wa la Nasara Hatta Tattabe`a Mellatahom Qol Inna Hada Allah Wa laen Ittabaat Ahwa`ahom Bad Al-Ladi Jaaka Min Al- Elme Ma laka Men Allah-e Men Waliye Wala Nasir” meaning that the Jews and Christians will never be satisfied with you [so that you surrender to their wants] and follow their [distorted] religion. Say: Guidance is only the God`s guidance! And if you follow their desires, after becoming aware of it, there will be neither divine guardians nor any companions for you. (Surah: Baqareh, Verse 120). This article has mostly dealt with the basic formation of the Zionism. The subject has been divided and discussed in 4 categories, namely civil Zionism, Zionism in economy, policy, and religion. The article studies the importance of the Middle East in the viewpoint of “Lord Rochild” and the issue of laying the groundwork for controlling the Middle East as the best option for founding the Jew government. The Zionism`s four mentioned aspects were effective and aimed at creating a powerfull united Zionist government and later and as the result of these efforts the Israel promised state was founded. The author points to the serious problems of Zionism and indicates that the Post-Zionism, who had entered the scene to solve these problems, could not succeed in doing this mission. چگونگی شکل‌گیری و پیدایش صهیونیزم//Quality of Zionism`s formation//تأسیس الصهیونیة و ظهورها Keywords: Zionism, Economic, Political, Cultural and Religious Zionism, Israel, Rothschild, Instantly. (shrink)

The paper addresses the formation of striking patterns within originally near-homogenous tissue, the process prototypical for embryology, and represented in particularly purist form by cut sections of hydra regenerating, by internal reorganisation of the pre-existing tissue, a complete animal with head and foot. The essential requirements are autocatalytic, self-enhancing activation, combined with inhibitory or depletion effects of wider range – “lateral inhibition”. Not only de-novo-pattern formation, but also well known, striking features of developmental regulation such as induction, inhibition, and proportion (...) regulation can be explained on this basis. The theory provides a mathematical recipe for the construction of molecular models with criteria for the necessary non-linear interactions. It has since been widely applied to different developmental processes. (shrink)

This article considers concrete manifestations of the politogenesis multilinearity and the variation of its forms; it analyzes the main causes that determined the politogenetic pathway of a given society. The respective factors include the polity's size, its ecological and social environment. The politogenesis should be never reduced to the only one evolutionary pathway leading to the statehood. The early state formation was only one of many versions of development of complex late archaic social systems. The author designates various complex non-state (...) political systems as early state analogues. The early state analogue posed a real alternative to the state for a rather long period of time, whereas in many ecologically marginal regions they could compete quite seriously with the state sometimes until recently. Thus, it was only in the final count that the state became the leading form of political organization of complex societies. The very pathways to statehood had a few versions. One may group them into two main types: ‘vertical’ and ‘horizontal’. Within the ‘vertical’ model the state formation took place in a direct way, i.e. directly from small pre-state polities to primitive statehood. Within the ‘horizontal’ model we first ob-serve the formation of early state analogues that were quite com-parable to the state as regards their complexity, whereas later those analogues were transformed into states . (shrink)

The new narcissist is haunted not by guilt but by anxiety. He seeks not to inflict his own certainties on others but to find a meaning in life. Liberated from the superstitions of the past, he doubts even the reality of his own existence. Superficially relaxed and tolerant, he finds little use for dogmas of racial and ethnic purity but at the same time forfeits the security of group loyalties and regards everyone as a rival for the favors conferred by (...) a paternalistic state. His sexual attitudes are permissive rather than puritanical, even though his emancipation from ancient taboos brings him no sexual peace. Fiercely competitive in his demand for approval and acclaim, he distrusts competition because he associates it unconsciously with an unbridled urge to destroy. Hence he repudiates the competitive ideologies that flourished at an earlier stage of capitalist development and distrusts even their limited expression in sports and games. He extols cooperation and teamwork while harboring deeply antisocial impulses. He praises respect for rules and regulations in the secret belief that they do not apply to himself. Acquisitive in the sense that his cravings have no limits, he does not accumulate goods and provisions against the future, in the manner of the acquisitive individualist of nineteenth-century political economy, but demands immediate gratification and lives in a state of restless, perpetually unsatisfied desire. (shrink)

My topic is the intelligent guidance of action. In this paper I offer an empirically grounded case for four ideas: that [a] cognitive processes of practical reasoning play a key role in the intelligent guidance of action, [b] these processes could not do so without significant enabling work done by both perception and the motor system, [c] the work done by perceptual and motor systems can be characterized as the generation of information specialized for action guidance, which in turn suggests (...) that [d] the cognitive processes of practical reasoning that play a key role in the guidance of intelligent action are not the abstract, syllogistic ones philosophers often treat as the paradigm of practical reasoning. Rather, these cognitive processes are constrained by, and work well with, the specialized concepts outputted by perception and the feedback outputted by sensorimotor processes. (shrink)

This text presents a few preliminary results of research currently being conducted at the Université de Sherbrooke’s Research Institute on Educational Practices. The study seeks to understand how situations presented in teacher education can support the functioning and success of trainee teachers’ professional learning. The article’s aim is to identify the points of convergence between situations of professional activity, situations of professional learning, and training situations. The text will attempt to analyze the role that can be played by certain training (...) structures that seek to support a professionalization process that we define in terms of a general aim: the construction of professional knowledge. The originality of this research lies in that it draws on the work of Gaston Bachelard to develop a theoretical frame enabling a reading and interpretation of the results. Ce texte présente quelques résultats préliminaires d’une recherche menée présentement à l’Institut de recherche sur les pratiques éducatives de l’Université de Sherbrooke. Cette recherche vise à comprendre comment les situations présentes dans la formation à l’enseignement peuvent soutenir le fonctionnement et la réussite de l’apprentissage professionnel des enseignants en formation. Nous cherchons à identifier les points de rencontre entre les situations d’activité professionnelle, les situations d’apprentissage professionnel et les situations de formation. Nous tenterons d’analyser le rôle que peuvent jouer certains dispositifs visant à soutenir un processus de professionnalisation que nous définissons au regard d’une finalité : la construction de savoirs professionnels. L’originalité de cette recherche est la convocation des travaux de Gaston Bachelard pour élaborer le cadre théorique permettant la lecture et l’interprétation des résultats. (shrink)

This text presents a few preliminary results of research currently being conducted at the Université de Sherbrooke’s Research Institute on Educational Practices. The study seeks to understand how situations presented in teacher education can support the functioning and success of trainee teachers’ professional learning. The article’s aim is to identify the points of convergence between situations of professional activity, situations of professional learning, and training situations. The text will attempt to analyze the role that can be played by certain training (...) structures that seek to support a professionalization process that we define in terms of a general aim: the construction of professional knowledge. The originality of this research lies in that it draws on the work of Gaston Bachelard to develop a theoretical frame enabling a reading and interpretation of the results. Ce texte présente quelques résultats préliminaires d’une recherche menée présentement à l’Institut de recherche sur les pratiques éducatives de l’Université de Sherbrooke. Cette recherche vise à comprendre comment les situations présentes dans la formation à l’enseignement peuvent soutenir le fonctionnement et la réussite de l’apprentissage professionnel des enseignants en formation. Nous cherchons à identifier les points de rencontre entre les situations d’activité professionnelle, les situations d’apprentissage professionnel et les situations de formation. Nous tenterons d’analyser le rôle que peuvent jouer certains dispositifs visant à soutenir un processus de professionnalisation que nous définissons au regard d’une finalité : la construction de savoirs professionnels. L’originalité de cette recherche est la convocation des travaux de Gaston Bachelard pour élaborer le cadre théorique permettant la lecture et l’interprétation des résultats. (shrink)

The entry of Ukraine into the European Union significantly expands the boundaries of cooperation with different countries of the world. Compliance with the European requirements in the marketing sector will greatly increase the efficiency of its operation in the regions of Ukraine. The method of estimating the development of social infrastructure in the resource support of the management mechanism aimed at increasing the competitiveness of the transport system of the region by the integral indicator, which characterizes the level of social (...) development of the region, is developed in the work. The integral indicator is defined as the sum of the ratios of the current and maximum partial indicators of population security by type of services in the region. The components of the process of social development assessment have been introduced: a limitation on the magnitude of each type of resource used to improve social development indicators; specific expenses of each type of resource in the region in support and improvement of the indicator of social development; the magnitude of the growth of the provision of the region for each indicator of social development; the function of the priorities of social development in the region for each indicator. It is believed that using the results of calculations using the proposed method will increase the validity of relevant management decisions. (shrink)

Here I propose an interpretation of the ancient Stoic psychological theory on which (i) the concepts that an adult human possesses affect the content of the perceptual impressions (φαντασίαι αἰσθητικαί) she forms, and (ii) the content of such impressions is exhausted by an ‘assertible’ (ἀξίωμα) of suitable complexity. What leads the Stoics to accept (i) and (ii), I argue, is their theory of assent and belief formation, which requires that the perceptual impression communicate information suitable to serve as the content (...) of belief. In arguing for (i), I reject a rival interpretation on which conceptualization occurs subsequently to the formation of a perceptual impression. In arguing for (ii), I deny that perceptual impressions have two kinds of content: one formulated in an assertible, the other sensory, featuring independently of this assertible. I explore the implications of (i) and (ii) for the Stoic theory of emotions, expertise, and rationality, and argue that they shed new light on the workings of impression, assent, and belief. (shrink)