What would it mean to do justice to testimonies of traumatic experience? That is, how can experiences which do not fit the customary scripts of sense-making be heard? Whereas processes of official memorialization or legal redress often demand that victims and survivors convey their experiences through familiar modes of narration, in my project on ‘grammars of listening’ or ‘gramáticas de lo inaudito’ I want to ask how it might be possible to hear these experiences on their own terms (...) and what the challenges are that we encounter when trying to do so. What I ultimately want to argue is that doing justice to trauma requires a profound philosophical questioning of the conditions that allow us to listen to testimony, and a true reckoning of the responsibility that we bear as listeners. (shrink)

This paper presents an overview of my work in philosophy from my first book on Friedrich Schiller and the political sublime to my most recent project on listening to traumatic forms of violence. Starting with a reflection on the autobiographical character of philosophy, I propose to take up the question of an aesthetic dimension of philosophical critique, where aesthetics is understood as an always already embodied perspective on the world, on truth, and on philosophical activity, as well as an (...) always already political realm, where the distribution of sense pre-determines our approach and articulation of experience. Departing from aesthetics understood and deployed as critique, the paper moves on to ask about the specific frameworks of sense or grammars that determine in advance the conditions of audibility in the realms of memory-building and history-making—particularly in those contexts where historical, political, and institutional forms of violence produce silencing and erasure. Putting in dialogue the latter with decolonial studies, I interpret “traumatic violence” as a colonizing form of violence, understanding that one of its central aspects is that it is not only an assault on life but on the conditions of production of sense that make life legible as such. In this context, my project on grammars of listening seeks to carefully unpack these complex intersections while also explaining why I believe that a radical form of listening is an essential subversive/imaginative strategy against traumatic/colonial violence. (shrink)

This paper proposes a reading of Walter Benjamin’s “The Storyteller” in connection to what Nelly Richard, in her diagnosis of traumatic forms of violence, has called “catastrophes of meaning.” Written, like Freud’s theory of trauma, in the wake of the first World War, I argue that Benjamin sees in storytelling the experience of an imparting or communication (Mitteilung) capable of conveying trauma without betraying its paradox—and thus, without either interpreting its excesses as meaningless or reducing its absences to mere silences. (...) Storytelling and the community of listeners it both depends on and institutes with its imparting, develops the possibility of a grammar of listening that would attend to what Richard diagnoses as the silences in traumatic testimony, the moments of rupture and breakdown that communicate the truth of its experience. Reading Benjamin along with Richard, the paper argues that Benjamin’s theory of storytelling is an attempt to search out new ways of truly listening to the fractures and shattering of language resulting from traumatic forms of violence, rather than merely filling the gaps left by their discontinuities and absences of “meaning.”. (shrink)

This paper presents an overview of my work in philosophy from my first book on Friedrich Schiller and the political sublime to my most recent project on listening to traumatic forms of violence. Starting with a reflection on the autobiographical character of philosophy, I propose to take up the question of an aesthetic dimension of philosophical critique, where aesthetics is understood as an always already embodied perspective on the world, on truth, and on philosophical activity, as well as an (...) always already political realm, where the distribution of sense pre-determines our approach and articulation of experience. Departing from aesthetics understood and deployed as critique, the paper moves on to ask about the specific frameworks of sense or grammars that determine in advance the conditions of audibility in the realms of memory-building and history-making—particularly in those contexts where historical, political, and institutional forms of violence produce silencing and erasure. Putting in dialogue the latter with decolonial studies, I (re)interpret “traumatic violence” as a colonizing form of violence, understanding that one of its central aspects is that it is not only an assault on life but on the conditions of production of sense that make life legible as such. In this context, my project on grammars of listening seeks to carefully unpack these complex intersections while also explaining why I believe that a radical form of listening is an essential subversive/imaginative strategy against traumatic/colonial violence. (shrink)

This paper analyzes the innovative way of doing critical philosophy that María del Rosario Acosta López proposes in her aesthetics of resistance and grammars of the unheard. The paper examines the contributions of two sets of conversations with Acosta López’s critical philosophy. In the first place, staging a dialogue between Acosta López and Black feminist philosophy, the article offers a defence of reconceptualizing philosophy in the 21st Century through a dialogue with the voices and perspectives of the excluded and (...) silenced—a reconceptualization that reimagines the critical role of philosophy. In the second place, the paper calls attention to the crucial significance of Acosta López’s aesthetics of resistance for contemporary debates in contemporary political epistemology, putting in conversation her grammars of the unheard with my epistemology of resist- ance and María Lugones’s concept of complex communication. This second conversation also underscores a new way of understanding the critical and transformative function of philosophy by centering the voices and perspectives of the excluded and silenced. (shrink)

This paper proposes to reflect self-critically on an ongoing research project entitled “Grammars of listening,” which started as a philosophical approach to the question of listening at the site of trauma and the challenges this kind of listening poses to our conceptions of memory and history, and has recently shifted to asking about the possible limitations to such a reflection when confronted with a decolonial perspective on temporality. I start by presenting a conceptual background for my (...) inquiry, and asking what kind of listening is required when trauma is considered as a colonizing form of violence – that is, when its effects are not only understood as an assault on life but on the conditions of production of sense that make life legible. Following the kind of challenges that such an understanding of trauma poses to the responsibility to listen to its testimony, the paper moves on to propose that only a decolonial approach to listening can truly do justice to the task of rendering testimonies of traumatic violence audible. By decolonizing the frameworks that organize and determine colonial and colonizing distributions of sense, I propose that grammars of lo inaudito understood as decolonial grammars contribute to resisting and disorganizing the criteria for legibility and audibility that colonizing forms of violence not only institute but constantly actualize in their attempt to perpetuate their silencing power.1. (shrink)

Summary In this contribution, I discuss the perceptual potential of certain genres of experimental and contemporary music, commonly grouped under the label “sound-based music”. The sonic patterns typical of this music are mostly associated, during listening, with visual and tactile sensory qualities and can evoke mental representations as shapes in motion. These are the result of physical-acoustic energies organized according to a perceptual grammar whose organization follows a series of Gestalt and kinaesthetic principles. The paper explores the nature of (...) the relationship between sound patterns of sound-based music and their mental images. Based on morphodynamic theory, it is proposed the emergence of cognitive image schemas, which are at the centre of this relationship. The image schemas depict the forces and tensions of our experience of the world (e.g., figure-background, near-far, superimposition, compulsion, blockage), as being the cognitive and experiential response to the incoming sound patterns. The sense of this music activates precisely the basic structures of sensorimotor experience by which we encounter a world that we can understand and act within, leading to a rich series of high-level associations and responses. (shrink)

This article argues that critical epistemology should aim at centering the voices and perspectives of those who have been excluded and silenced, proposing a way of doing that by combining Black feminist standpoint theory and Latina feminist theory as they converge in María del Rosario Acosta López’s philosophy of radical listening. The article also argues for the crucial significance of aesthetic interventions for creating epistemic friction that can transform our sensibilities so that we can start to listen to silences. (...) The author offers an analysis of the subversive potential in Doris Salcedo’s public art as an illustration of how aesthetic resistance can be used in practices of epistemic activism that resist insensitivity and promote new ways of listening to silenced voices and liminal sites. (shrink)

This paper engages in a dialogue with José Medina’s work on epistemic activism, adding the notion of ‘aesth-ethic activism’ to highlight the role aesthetics play in epistemic forms of resistance. Drawing from María Lugones’s concept of ‘transgressive hearing’ and my work on ‘grammars of listening’, the paper proposes that ‘radical listening’, in dialogue with Medina’s ‘radical testimony’, requires not only rendering voices audible but subverting the very criteria that govern audibility. Aesthetic resistance is seen as essential for (...) this task. Through an analysis of the artwork Fósil Acústico by Colombian artists Santiago Reyes Villaveces and Daniel Villegas Vélez as ‘aesth-ethic activism’, the paper shows how art can create ‘epistemic frictions’ that challenge our sensibilities and open up liminal sites for complex communication across different epistemic systems. The installation, I show, calls for lingering in the ‘friction’ that makes meaning possible, while allowing sense to circulate in ways that resist signification. Ultimately, in dialogue with Medina and Lugones’s work, and inspired by Sylvia Wynter’s conception of aesthetics, the paper proposes rethinking the epistemic as grounded in the aesthetic and aesthetics as a deciphering practice of epistemic resistance that can make dominant codes of perception ‘consciously alterable’. (shrink)

We do not need ‘the earth’ as the space for encounter and cooperation between world religions in the way Moltmann suggests. Firstly, this fails to do justice to the contemporary situation concerning religious diversity: people from different religions have no problem in working together either for promoting ecological goals or for fighting them together. Within religions, there are often greater divergences between eco-friendly and anti-ecological adherents of that same religion. Secondly, Moltmann’s proposal misguidedly confuses boundaries of beliefs and boundaries of (...) grammar concerning religious diversity. Paying attention to religions as grammar provides a more accurate picture of the reality concerning world religions from an ecological perspective. In the final section of this article, I present some suggestions on moving forward in the debate about ecology from within this new perspective. We need to keep in mind that it is not religions but people who have opinions about ecology. The dialogue that needs to take place is not a high-level bureaucratic one between officials of different religions but one between people. In this grassroots-level discussion, it is important to listen to the other person rather than to consider him or her as a representative of his or her religion. We should not allow people to claim an entire religion for their position, dismissing others as revisionists. Religions are grammars that can express both eco-friendly and anti-ecological messages.Contribution: This article contributes to an in-depth understanding of religious diversity; it proves the usefulness of the distinction between grammar and beliefs in the study of religion and demonstrates this using the case of ecotheology as an example. (shrink)

Most studies have shown that reading is an important source of incidental vocabulary learning, and repeated reading may have a positive effect on learning gains. However, the study of incidental vocabulary learning through listening is still limited, and the immediate and long-term effects on different vocabulary knowledge dimensions are unclear. Furthermore, no empirical studies have been conducted to investigate the association between learning gains and preexisting vocabulary knowledge in listening. This article examines the effects of listening to (...) English songs on unintentional vocabulary learning and vocabulary retention through three different vocabulary knowledge dimensions: word recognition, meaning association, and grammar identification. A total of 114 Chinese college students participated in the study, and they were given vocabulary evaluations at different times based on three separate components of vocabulary knowledge. The effects of repeated listening and learners’ prior vocabulary knowledge were also investigated. According to the findings, listening to songs can improve vocabulary knowledge, particularly in the area of word recognition, which can be retained 4 weeks later. Furthermore, the effect of listening three times was superior than listening one or five times, which provides teachers and learners with guidance for teaching or learning vocabulary more effectively. Finally, for low, intermediate, and high-level learners, there was an immediate and positive effect on the dimensions of word recognition and meaning connection after listening, and this knowledge is likely to be preserved 4 weeks later. (shrink)

The study aims to explore the roles of Massive Open Online Courses based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take it (...) as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students. (shrink)

Music can be interpreted by attributing syntactic relationships to sequential musical events, and, computationally, such musical interpretation represents an analogous combinatorial task to syntactic processing in language. While this perspective has been primarily addressed in the domain of harmony, we focus here on rhythm in the Western tonal idiom, and we propose for the first time a framework for modeling the moment‐by‐moment execution of processing operations involved in the interpretation of music. Our approach is based on (1) a music‐theoretically motivated (...) grammar formalizing the competence of rhythmic interpretation in terms of three basic types of dependency (preparation, syncopation, and split; Rohrmeier, 2020), and (2) psychologically plausible predictions about the complexity of structural integration and memory storage operations, necessary for parsing hierarchical dependencies, derived from the dependency locality theory (Gibson, 2000). With a behavioral experiment, we exemplify an empirical implementation of the proposed theoretical framework. One hundred listeners were asked to reproduce the location of a visual flash presented while listening to three rhythmic excerpts, each exemplifying a different interpretation under the formal grammar. The hypothesized execution of syntactic‐processing operations was found to be a significant predictor of the observed displacement between the reported and the objective location of the flashes. Overall, this study presents a theoretical approach and a first empirical proof‐of‐concept for modeling the cognitive process resulting in such interpretation as a form of syntactic parsing with algorithmic similarities to its linguistic counterpart. Results from the present small‐scale experiment should not be read as a final test of the theory, but they are consistent with the theoretical predictions after controlling for several possible confounding factors and may form the basis for further large‐scale and ecological testing. (shrink)

An alternative title for this discussion might have run: "Heidegger or The Concept of Mind." Its ambivalence provides a direction. Read in an inclusive or appositional way "or" has the sense of "Heidegger Revisited," while interpreted exclusively it confronts us with the necessity to choose between two incompatible versions. No one would seriously dispute that there are significant differences in technique, motive, and goal between Heidegger’s Sein und Zeit and Ryle’s Concept of Mind, and in their philosophizing generally. Ryle’s technique (...) is that of the linguistic portrayal or sentence-frame analysis; his goal is not a science or a clarification of the meaning of Being, but rather a "theory of mind" or philosophical psychology. His method lies within what may be termed a behaviorist perspective and, implicitly, adopts the verification principle of meaning. Unlike Skinnerian behaviorism, the source of the behavioral indicators of "mind" as well as its measure is provided for by ordinary, cultivated English. In Heidegger’s work the appeal to the evidence of ordinary language, the language of everyday being in the world, is frequent. He often cites linguistic usage for guidance in his analyses, as for example the passages on the hammer, on social inauthenticity, on temporal expressions, and on the grammar of listening and hearing. At this stage he is not as self-conscious of this method as is Ryle in a later period, although it is consonant with Heidegger’s emergent stress on the importance of language. For Heidegger of course these analyses of ordinary language are not ends in themselves, because this realm is meant to exhibit certain a priori structures of human existence, which he calls "existentials" in contradistinction to the "categories" applicable to things. Furthermore, his interest in these existential clarifications is governed by his contention that they afford a necessary basis for and prelude to ontology, for which reason he designates this endeavor "fundamental-ontology." The analysis of being human, consequently, can never, according to Heidegger, be autonomous and self-sufficient, because man’s constitution is meshed with that of others, things, and instruments, with works of art, thought, and politics, and above all with Being. His analysis also differs in an important way from Ryle’s in his view that our understanding of the world is ensnared in the conflicting claims of authentic and inauthentic possibilities for life. As a result, from the outset, ordinary language, a theme to which he later returns in his essays on Hölderlin, represents a threat as well as a rich fund of expression. Lastly, there is nothing in Ryle resembling Heidegger’s detailed examination of gossip, hearsay, and curiosity, boredom, fear, and dread, time, freedom, and death. (shrink)

RESUMEN Este artículo propone un recorrido autocrítico por el proyecto "gramáticas de la escucha", para mostrar su potencial descolonizador, así como los límites con los que el proyecto se topa en su confrontación con una mirada descolonial. La primera parte del texto explora el contexto teórico que da origen al proyecto, a saber, la dilucidación de los retos epistemológicos y estéticos a los que se enfrenta la tarea de la escucha en el trabajo en memoria histórica con testimonios, atravesado por (...) un análisis filosófico de lo que la autora describe como una "violencia traumática" en tanto "violencia colonizadora". La segunda parte propone confrontar esta perspectiva y los alcances teóricos del proyecto con lo que la autora propone como dos estrategias para la "descolonización de la escucha", a saber, la invención de la historia y la resistencia de la memoria. ABSTRACT This paper engages in a self-critical reflection on the limits and decolonial potential of the project advanced by the author, entitled 'grammars of listening'. In the first part, the author explores the theoretical context that frames said project, namely, the analysis of the epistemological and ethical challenges that result from the task of listening to testimonies when working on historical memory. This involves a philosophical inquiry into the concept of traumatic violence as a "colonizing" form of violence. The second part of the paper examines the extent to which the project on grammars of listening holds under the scope of a decolonial look, and proposes two possible strategies for a "decolonization of listening," namely, the invention of history and the resistance of memory. (shrink)

The article addresses the issue of using English songs to assist students of non-language departments master basic linguistic skills and communicative abilities. The authors offer a systematic and flexible approach to dealing with educational songs, demonstrate advantages of implementing numerous tasks to be varied and adapted to the needs of particular target audiences. The considered approach is intended to raise students’ motivation in learning foreign language.

The Voice of Laruelle, the philosopher What is a voice in the context of the arts and philosophy? In the space of the philosopher's voice, in the complex grammar of his language is played his philosophical timbre, his own space, his particular voice, composed of concepts, articulated by the laws of coherence of the common philosophical language, with hypnotic specificities. These specificities are precisely the fruit of processes formerly called rhetoric, which I call non-hypnotics, one of whose functions is just (...) to speak in a double space: the common reference space of the reader or listener, and the conceptual virtual space peculiar to the philosopher. To the extent that the reader must pay increased and permanent attention to this double space, the philosophical trance effect, equivalent to the Ericksonian hypnotic trance, is facilitated. The difficulty of this double reading is the incessant passage from one code to another, which is also a hypnotic fascination. Heidegger prolongs and renews its structures and draws some effects from them, which provoke in the mind of the reader as an over-flow, a saturation effect, which itself favors the philosophical trance. Thus, each voice seeks to captivate the mind by confusing it with concepts, which seem at first sight familiar, but which reveal themselves with the use which is made, like formidable concepts to the power of unaccustomed fascination. One of the pleasures of reading Lareuelle's philosophy is due to this type of fascination with the philosophical voice and its language. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.2 (2003) 19-30 [Access article in PDF] Bugged Out:A Reflection on Art Experience Christopher Perricone I used to enjoy art. Not all the arts equally. Overall literature spoke to me most clearly. I am not sure exactly why. I guess some combination of inborn and learned dispositions. Whatever is the case, my enjoyment of literature always seemed natural to me, since literature was of (...) a medium I already knew, the vocabulary and grammar of my own language. But I enjoyed paintings and musical pieces as well, some of which I shall never forget even though they have virtually faded from my life, from what I have become.I cannot say that I ever had a favorite artwork. I have always thought the idea foolish, reminiscent of children who think often in terms of favorites, whether colors, candies, or friends. However, there are some works that do stand out in memory, even though, as I say, I cannot bring myself to enjoy them now. They are ghosts whose forms are discernible, but whose flesh is long gone.I had read lots of literature. I even enjoyed the act and the atmosphere of reading. I remember the chair I sat in, the lighting, the room. I also used to love to wake up on weekends, eat a leisurely breakfast, and then get back into bed and read until noon. Of course the setting itself of reading was ultimately not crucial, it was merely a pleasant means of facilitating one's excursion into another world. It was the other world that counted. So many worlds. Of course, I entered joyfully the worlds of Shakespeare and Dante, which Harold Bloom recently has judged at the center of the Western canon, but I entered also lesser but personally not less significant worlds to which I was drawn. 1 I needed some tutoring in Shakespeare and Dante because they did not quite speak my language, my twentieth-century American tongue. I had trouble negotiating their worlds. However, I had none whatsoever when it came to the worlds of James Joyce, Wallace Stevens, William Carlos Williams, Graham Greene, Walt Whitman, T.S.Eliot, Herman Melville, Emily Dickinson, or Joseph Conrad. I was at home in these worlds, different [End Page 19] worlds, but nonetheless home. I loved Conrad's the "Heart of Darkness." For me this was one of the truly haunting tales. After my first reading of the "Heart of Darkness," I can honestly say, my life was changed. I neither talked nor walked the same. I moved among and around people and things differently. I saw myself differently both among others and when I would stand before my mirror alone. And subsequent readings brought about further changes, changes of my comportment in the world. I imagined that I saw, heard, touched, tasted, and smelled the details from the beginning of that story to its very end. I sat on the deck of the Nellie with Marlow, Conrad's character narrator, and his listeners. I watched with them as the sun went down over the Thames. I followed Marlow as he told the story of how he had "set off for the center of the earth," up the Congo perhaps where in his mind all human life had its source; how as he came closer to the center facts became less straightforward, the greed for ivory, the "flavor of mortality in lies," the hollowness of Mr. Kurtz, the final horror of it all. I sweated in the heat of the "Heart of Darkness." Like any experience of a masterpiece, the "Heart of Darkness" was a visceral experience for me. After such experiences one feels emotionally and physically drained. One feels comfort in thinking, as with a dream, it was not real. And yet there is a lingering discomfort: as it were no mere fantasy at all.I often had feelings of the same intensity and profundity in respect to painting and music. They, too, were worlds for me. I enjoyed the varioustouches of the painters. In particular, I enjoyed the gold, the... (shrink)

Petrarch’s description of his ascent of Mont Ventoux in 1336 provides a point of departure for exploring the dynamic between the old and new, logic and rhetoric, absolute and relative knowledge, and scholasticism and humanism in writings on music from early fifteenth-century Padua. Early fifteenth-century Padua was a city of contrasts in which two intellectual traditions – one condemned by Petrarch and the other his legacy – ran alongside, and often entangled with, each other: scholasticism and early humanism. The writings (...) on music of Paduan citizens Johannes Ciconia and Prosdocimo de’ Beldomandi afford insights into the reception of these intellectual traditions. Ciconia’s Nova musica embraces the spirit of early humanism by proposing a revolutionary understanding of music as grammar and rhetoric, largely from the perspective of some of the oldest authors of Latin music theory. Prosdocimo’s scholastic approach to musical knowledge nonetheless demonstrates an interest in the aesthetics of listening that emphasises the role of emotion, especially pleasure, in musical experience. Yet, Ciconia alone provides the most forceful exposition of an emotional theory of musical expression that ultimately manifests itself in the music that he composed during the last decade or so of his life in Padua. (shrink)

Pickering & Garrod's (P&G's) mechanistic theory of dialogue is a major advance for psycholinguistics. But the commitment to representational parity in production and comprehension is problematic. Recent research suggests that speakers frequently produce a structure that listeners find ungrammatical and have trouble understanding. If the grammars of the two systems are different, then the assumption of representational parity must be relaxed.

“If you will listen to me, I will say, do not involve yourselves in any –ism. Study every –ism. Ponder and assimilate what you have read and try to practice yourself what appeals to you out of it. But for heaven’s sake do not set out to establish any –ism.”William James’s 1907 treatise Pragmatism is the book in which James most clearly lays out the core tenets of pragmatism and makes arguments for pragmatism over against rival schools of philosophy. Precisely (...) for this reason, I argue, it may very well be his least persuasive case for pragmatism.To understand why, we will need to analyze the distinctive grammar of pragmatism. According to James, pragmatism is a method and “a method only,”2 specifically a method that... (shrink)

To model behavioral and neural correlates of language comprehension in naturalistic environments, researchers have turned to broad‐coverage tools from natural‐language processing and machine learning. Where syntactic structure is explicitly modeled, prior work has relied predominantly on context‐free grammars (CFGs), yet such formalisms are not sufficiently expressive for human languages. Combinatory categorial grammars (CCGs) are sufficiently expressive directly compositional models of grammar with flexible constituency that affords incremental interpretation. In this work, we evaluate whether a more expressive CCG provides (...) a better model than a CFG for human neural signals collected with functional magnetic resonance imaging (fMRI) while participants listen to an audiobook story. We further test between variants of CCG that differ in how they handle optional adjuncts. These evaluations are carried out against a baseline that includes estimates of next‐word predictability from a transformer neural network language model. Such a comparison reveals unique contributions of CCG structure‐building predominantly in the left posterior temporal lobe: CCG‐derived measures offer a superior fit to neural signals compared to those derived from a CFG. These effects are spatially distinct from bilateral superior temporal effects that are unique to predictability. Neural effects for structure‐building are thus separable from predictability during naturalistic listening, and those effects are best characterized by a grammar whose expressive power is motivated on independent linguistic grounds. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Paradox of Education:A ConversationHumberto R. Maturana and Bernhard PoerksenResponsibility of the TeacherPoerksen: Immanuel Kant writes in his essay Über Pädagogik that the wide field of education is governed by a fundamental paradox. On the one hand, we want free and self-determined individuals to leave our schools; on the other, we impose a syllabus on the future individuals, force them to attend schools, punish their failures, and persecute their (...) noncompliance. There is, if we follow Kant, an inescapable relationship of tension between the goals and the means of educational efforts: They contradict each other. Would you agree?Maturana: No. Education, the commentary of an observer, is the process of transformation resulting from the co-existence with adults. We become the adults we have been living with. This means: If freedom and self-determined thinking are the goals of educational activity, then we have to live together in a way that is supported by the mutual respect for the autonomy of the other. In my view, the paradox formulated by Kant does not exist at all. The way of life, the manner of living together, shapes and transforms people. If you want to teach autonomy and reflection, you cannot use force as a method but must create an open space for communal reflection and action. There must be no contradiction between goals and means.Poerksen: Surely, there must also be constraints? It must be laid down when everybody has to be present, what the task is, who the teacher is, who has authority.Maturana: Compulsion will emerge if the teachers do not succeed in presenting their material in a thrilling way and in making school an attractive place of being together. Their failure will lead to force.Poerksen: The teacher is totally responsible for everything that may happen in school. Is this not an exaggerated claim?Maturana: No. If a teacher behaves respectfully, if he does not intimidate his pupils, if he listens, encourages cooperation and reflection, then a special form of interaction will emerge. The way of living practiced by the teacher, including the goals of teaching, will be the source of profitable learning for the pupils. This also implies that three questions and tasks must be sorted out cooperatively in education. First it seems necessary to me to debate the educational ideal to be chosen—what should the future adults be like when leaving the school one day? Should they be democratically minded and responsibly acting citizens? Or are they to be authoritarian and commandeering hierarchs, lords who feel superior to everyone else? It is then necessary to anchor a way of life in the school that permits acting and thinking according to that ideal. Finally, there is the essential task of preparing the teachers for their job in such a [End Page 25] way as to do justice to the desired goals—to enable them to live what they have to achieve.Poerksen: This would mean that teaching has nothing to do with the stepwise elimination of ignorance, as is commonly thought. The transmission of knowledge is secondary. The primary requirement is a way of life that corresponds with one's ideals, a particular form of living together, out of which the material topics will arise in due course.Maturana: Exactly. The children do not learn mathematics in school; they learn how to live together with a mathematics teacher. Perhaps they will one day carry on this enjoyable and exciting kind of being together independently—and become mathematics teachers or mathematicians themselves. Teachers do not simply transmit some content; they acquaint their pupils with a way of living. In the process, the rules of arithmetic, the laws of physics, or the grammar of a language will be acquired. My claim is: Pupils learn teachers.Poerksen: What about children who systematically refuse to cooperate? What is to be done with them? The classical answer is, of course: bad marks, relegation, exclusion from the winning circles.Maturana: The so-called difficult children about whom teachers keep complaining often only struggle to be seen and accepted, while the whole world expects them to behave in a calculable manner and to adapt to strange demands. Asking... (shrink)

In The Grammar of Society, first published in 2006, Cristina Bicchieri examines social norms, such as fairness, cooperation, and reciprocity, in an effort to understand their nature and dynamics, the expectations that they generate, and how they evolve and change. Drawing on several intellectual traditions and methods, including those of social psychology, experimental economics and evolutionary game theory, Bicchieri provides an integrated account of how social norms emerge, why and when we follow them, and the situations where we are most (...) likely to focus on relevant norms. Examining the existence and survival of inefficient norms, she demonstrates how norms evolve in ways that depend upon the psychological dispositions of the individual and how such dispositions may impair social efficiency. By contrast, she also shows how certain psychological propensities may naturally lead individuals to evolve fairness norms that closely resemble those we follow in most modern societies. (shrink)

A Grammar of the Christian Neo-Aramaic Dialect of Diyana-Zariwaw. By Lidia Napiorkowska. Studies in Semitic Languages and Linguistics, vol. 81. Leiden: Brill, 2015. Pp. xiv + 600. $234, €181.

“We have no more beginnings,” George Steiner begins in this, his most radical book to date. A far-reaching exploration of the idea of creation in Western thought, literature, religion, and history, this volume can fairly be called a magnum opus. He reflects on the different ways we have of talking about beginnings, on the “core-tiredness” that pervades our end-of-the-millennium spirit, and on the changing grammar of our discussions about the end of Western art and culture. With his well-known elegance of (...) style and intellectual range, Steiner probes deeply into the driving forces of the human spirit and our perception of Western civilization’s lengthening afternoon shadows. Roaming across topics as diverse as the Hebrew Bible, the history of science and mathematics, the ontology of Heidegger, and the poetry of Paul Celan, Steiner examines how the twentieth century has placed in doubt the rationale and credibility of a future tense—the existence of hope. Acknowledging that technology and science may have replaced art and literature as the driving forces in our culture, Steiner warns that this has not happened without a significant loss. The forces of technology and science alone fail to illuminate inevitable human questions regarding value, faith, and meaning. And yet it is difficult to believe that the story out of Genesis has ended, Steiner observes, and he concludes this masterful volume of reflections with an eloquent evocation of the endlessness of beginnings. (shrink)

Listen to the interview with Brian Kemple... and learn to appreciate the diachronic trajectory of semiotics. *** Live interview with Brian Kemple, Executive Director of the Lyceum Institute, to discuss the legacy and influence of John Deely (1942-2017), the thinker most responsible for developing semiotics into the 21st century. This interview, conducted by William Passarini (Mansarda Acesa) and Tim Troutman (Lyceum Institute), is part of the preliminary activities of the 2022 International Open Seminar on Semiotics: a Tribute to John Deely (...) on the Fifth Anniversary of His Passing, cooperatively organized by the Institute for Philosophical Studies of the Faculty of Arts and Humanities of the University of Coimbra, the Lyceum Institute, the Deely Project, Saint Vincent College, the Iranian Society for Phenomenology at the Iranian Political Science Association, the International Association for Semiotics of Space and Time, the Institute for Scientific Information on Social Sciences of the Russian Academy of Sciences, the Semiotic Society of America, the American Maritain Association, the International Association for Semiotic Studies, the International Society for Biosemiotic Studies, the International Center for Semiotics and Intercultural Dialogue, Moscow State Academic University for the Humanities and the Mansarda Acesa with the support of the FCT - Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of Portugal under the UID/FIL/00010/2020 project. Brian Kemple holds a PhD in Philosophy from the University of St. Thomas, in Houston TX, where he wrote his dissertation under the inimitable John Deely. He is the Founder and Executive Director of the Lyceum Institute (https://lyceum.institute). Philosophical interests and areas of study include: Thomas Aquinas, John Poinsot, Charles Peirce, Martin Heidegger, the history and importance of semiotics, scholasticism, phenomenology; as well as ancillary interests in the liberal arts, technology, and education as a moral habit. He has published two scholarly books— 'Ens Primum Cognitum in Thomas Aquinas and the Tradition' (Brill: 2017) and 'The Intersections of Semiotics and Phenomenology: Peirce and Heidegger in Dialogue' (De Gruyter: 2019), as well as a number of scholarly articles, popular articles, and his own 'Introduction to Philosophical Principles: Logic, Physics, and the Human Person' (2019) and the forthcoming 'Linguistic Signification: A Classical Course in Grammar and Composition' (2021). In addition to being the Executive Director of the Lyceum Institute, he is the Executive Editor of 'Reality: a Journal for Philosophical Discourse' (https://realityjournal.org/). *** Technical support was assured by Robert Junqueira and the cover image for the video was designed by Zahra Soltani. (shrink)

This collection of essays addresses recent and historical changes in the ways in which listening has been conceived as a cultural agency and act. It argues that listening, by emancipating from an essentially implied, passive-receiving, and subjected position, has become an explicit factor in culture and the object of proactive collective and individual politics.

This volume provides a detailed account of the syntax of expressive language, that is, utterances that express, rather than describe, the emotions and attitudes of the speaker... Daniel Gutzmann demonstrates that expressivity has strong syntactic reflexes that interact with the semantic and pragmatic interpretation of these utterances, and argues that expressivity is in fact a syntactic feature on a par with other established features such as tense and gender. Evidence for this claim is drawn from three detailed case studies of (...) expressive adjectives, intensifiers, and vocatives; their puzzling properties are accounted for through a minimalist approach to syntactic features and agreement, which shows that expressivity can partake in agreement operations, trigger movement, and be selected for syntactically. The analysis not only supports the hypothesis of expressive syntax, but also highlights the hidden role that grammar may play in phenomena that are traditionally considered to be solely semantic in nature" -- Publisher. (shrink)

Within the semiotic approach to explaining human behavior, individual actions can be understood as signs expressing senses of other actions. Such an understanding makes it possible to combine the description of actions in the individual and systemic societal perspective. The individual sense of an action refers to a finite number of other actions given to a person both in consciousness and in bodily experience as a whole. Social senses link actions into a single chain and are extracted from the senses (...) of previous actions. This model, while generally correct, is too abstract and requires a more detailed explanation of exactly how senses are extracted. The suggested possible explanation is that actions are mediated by situations in accordance with the formula of K. Lewin: the actual form of behavior is a function of the situation, understood as a set of properties of the acting person and her circumstances. The idea being expressed in the form of rules, according to which a typical form of behavior is performed by a person with a typical social status, being in a typical psychophysiological state and typical circumstances, gets a variant of the so-called “grammar of behavior”, explicating innate predispositions and implicit rules of culture. The question of how to understand the forms of behavior and situations typical for a particular culture can be solved on the basis of the biosemantics of R.G. Millikan. They can be understood as natural conventions — such that two conditions are sufficient for their existence: that they reproduce, and that this reproduction be based on the weight of precedents. Conventional language constructs are understood in biosemantics as lineages of tokens that were copied from each other and copies of which were used for repeated solutions to the same problem. They may have appeared by accident, but they survive and proliferate due to the performance of a vital function. At the same time, it is not at all necessary that the absolute majority of people conform to these conventions, just as the conventions do not have to be explicit prescriptions. Ideas about what forms of behavior are most appropriate in a given situation cannot be the same for different people, but this does not prevent the proliferation of conventional behavior. (shrink)

There are many theories surrounding infant imitation; however, there is no research to our knowledge evaluating the reliability of listener perception of vocal imitation in prelinguistic infants. This paper evaluates intra- and inter-rater judgments on the degree of “imitativeness” in utterances of infants below 12 months of age. 18 listeners were presented audio segments selected from naturalistic recordings to represent in each case a parent vocal model followed by an infant utterance ranging from low to high degrees of imitativeness. The (...) naturalistic data suggested vocal imitation occurred rarely across the first year, but strong intra- and inter-rater correlations were found for judgments of imitativeness. Our results suggest salience of the infant’s vocal imitation despite its rare occurrence as well as active perception by listeners of the imitative signal. We discuss infant vocal imitation as a potential signal of well-being and as an indicator of language learning and vocal communication skills as perceived by caregivers. (shrink)

This essay treats the development of Foot’s efforts to produce a naturalistic theory of moral judgement from her early “Moral Beliefs” to her 2001 book Natural Goodness. Although she consistently attempts to isolate and defend a notion of goodness that is grounded in goodness in living things, she is not attempting to get ethics out of biology, especially not evolutionary biology: “species/life-form” in her and Thompson is the everyday concept not the specialised evolutionary theory one. She is just making a (...) claim about the conceptual structure, or grammar, of our moral evaluations of ourselves being the same as the structure of our evaluations of other living things. How then does she cope with the is-ought gap? She rethinks our practical reason just as a faculty like our sight and hearing, which can be, or fail to be, in good working order in a good, or defective, human being. Viewed this way, discriminating recognition of pleasure/the satisfaction of desire as a reason and recognition of self-interest as a reason, and following each when appropriate, are both involved in the faculty’s being in good working order. And so is the discriminating recognition and following of the reasons that pertain to the virtues. She is claiming and not denying that we are a very special sort of living thing. We are human rational agents and when we evaluate ourselves as such, which we do in moral judgements, everything undergoes a “sea change.” So she is espousing the sort of naturalism that McDowell describes as “the radical and satisfying alternative to subjectivism and supernaturalism,” not his other “natural-scientific” sort. (shrink)

The Grammar of Criminal Law is a 3-volume work that addresses the field of international and comparative criminal law, with its primary focus on the issues of international concern, ranging from genocide, to domestic efforts to combat terrorism, to torture, and to other international crimes. The first volume is devoted to foundational issues. The Grammar of Criminal Law is unique in its systematic emphasis on the relationship between language and legal theory; there is no comparable comparative study of legal language. (...) Written in the spirit of Fletcher's classic Rethinking Criminal Law, this work is essential reading in the field of international and comparative law. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Grammar of Attic InscriptionsHenry R. ImmerwahrLeslie Threatte. The Grammar of Attic Inscriptions. Vol. II, Morphology. Berlin: de Gruyter, 1996. xxv + 839 pp. Cloth, DM 590.After an interval of sixteen years we now have the second volume of Threattes massive grammar of the Attic inscriptions, which follows in all essentials the practices established in 1980 for the phonology. This means that the traditional terminology and organization of (...) the nineteenth century has been [End Page 455] largely adhered to... because the adoption of a more recent system of terminology... would have made this work inaccessible to many classicists and most epigraphers" (1). Thus the greatest importance of this vast and exceedingly careful collection of grammatical material lies not so much in the grammatical explanations (although they were sought by the author from the beginning; see I ix) as in the extraordinary precision with which attention is given to documentation of all aspects of normal morphology and its deviations. Proof of this care can be found in the numerous instances where the reading furnished in publications has been verified by autopsy (marked L.). Hence these volumes will remain an essential part of the library of all practicing epigraphists (that is, if they can afford the high price of the set).One difference between the first volume and the second is that the lists of examples in the second volume are considerably larger than the lists in the first. This is explained on page 3 as necessitated by the greater difficulty of collecting normal morphological examples as compared with the ease of doing the same for normal phonological spellings. Threatte says that he distinguishes between complete lists and lists of selected examples, but in practice some of the select lists are also very large. For example, paragraph 54.03221 (194–99) deals with the genitive singular of – before 300 B.C., – vs. –. To demonstrate his thesis that – is mainly a case of abbreviatory omission of final sigma, twenty–four examples are discussed in detail. This is followed by one and a half pages of selected examples of the normal spelling – in the period 350–300 B.C. While this certainly proves that the ending in sigma is the norm in the fourth century, one wonders whether the length of the list was necessary to demonstrate it. The usefulness of such lists will vary, but in many cases they can, if needed, be found by searching the PHI disk of inscriptions and papyri in the computer (e.g., lists such as the long tally of proper names beginning with τεισ–, 536–38). Further, many of the examples listed are by necessity of fragmentary inscriptions, which means that in a number of instances the restorations will change over time. Hence it is not surprising that volume II contains a very important appendix of about one hundred pages (675–778) dealing with addenda and corrigenda to volume I, some (but by no means all) regarding improved readings.Not the least important feature of the grammar, and one in which it differs markedly from Meisterhans–Schwyzer, is the great attention paid to what used to be called the instrumentum: inscriptions on objects other than stone, including a thorough survey of vase inscriptions culled from scattered publications. Since these are of particular interest to this reviewer (and since they extend the usefulness of the book to archaeologists) I may venture a few comments. It is somewhat unfortunate that most of the citations of Attic vases do not give the current or last–known location, which is the most certain means of identification. Thus on page 207, the fragment with book roll by the Akestorides Painter (ARV2 1670/4 bis) is now in the Getty Museum, Malibu 86.AE.324. On [End Page 456] page 608, middle, the oinochoe related by Schauenburg to the Triptolemos Painter (not just because of the shape of the vase), cited for the form from AM 90, is Hamburg 1981.173.The vase inscriptions (together with other graffiti and inscriptions on lead such as the defixiones) have always been of particular interest as giving possible insight into the actual pronunciation of the Attic dialect. Here it would have been... (shrink)

Hill, John In a previous article, I discussed the arguments and tactics of those who are variously called 'restorationists' and 'reformers of the reform', in the liturgical areas of the reservation of the Blessed Sacrament, the eastward position (or otherwise) of the priest at Mass and liturgical translation. In this article, I wish to go more deeply into their arguments, specifically by examining the language they use. I propose, in other words, to examine their grammar (in a wide sense), in (...) order to subject their arguments to greater scrutiny. (shrink)

The present study investigates shared representations of syntactic knowledge in music and action. We examined whether expectancy violations in musical harmonic sequences are also perceived as violations of the movement sequences necessary to produce them. Pianists imitated silent videos showing one hand playing chord sequences on a muted keyboard. Results indicate that, despite the absence of auditory feedback, imitation of a chord is fastest when it is congruent with the preceding harmonic context. This suggests that the harmonic rules implied by (...) observed actions induce expectations that influence action execution. As evidence that these predictions are derived at a high representational level, imitation was more accurate for harmonically incongruent chords than for congruent chords executed with unconventional fingering. The magnitude of the effects of context and goal prioritization increased with musical training. Thus, musical training may lead to a domain-general representation of musical grammar, i.e., to a grammar of action. (shrink)

Much philosophical attention has been devoted to the truth predicates of natural language and their logic. However, lexical truth predicates are neither necessary nor sufficient for a truth-attribution to occur, which warrants closer attention to the grammar of truth attribution. A unified analysis of five constructions is offered here, in two of which the lexical truth predicate occurs (It's true that John left and That John left is true), while in the three remaining, it does not (John left; It seems (...) that John left; and It's that John left). This analysis is philosophically significant for four reasons. First, it explains why speakers of natural language find standard instances of Tarski-inspired equivalences (e.g. That John left is true iff John left) intuitively compelling. Second, it derives the widespread ‘deflationist’ intuition that truth has no substantive content. Third, insofar as the deflationist sees insights on truth as flowing from understanding our practice of truth attribution, it furthers the deflationist agenda through a new analysis of such attributions. Finally, it advances the philosophical project of the ‘naturalization’ of truth by reducing our understanding of truth to our competence in the grammar of truth, as an aspect of our biological endowment. (shrink)

In this article I shall give a brief account of psychoanalytic listening. I shall then consider the ontology of such listening to a session and compare it to the ontology of attending to paintings and poems. Psychoanalysts are interested not merely in what is understood through listening but in the process of listening. I shall proceed to ask how possible it is to represent that process. Finally, I raise some questions about how the capacity to listen (...) psychoanalytically might be taught or passed on. (shrink)

Ludwig Wittgenstein's work has been widely interpreted and appropriated by subsequent philosophers, as well as by scholars from areas as diverse as anthropology, cultural studies, literary theory, sociology, law, and medicine. The Grammar of Politics demonstrates the variety of ways political philosophers understand Wittgenstein's importance to their discipline and apply Wittgensteinian methods to their own projects. In her introduction, Cressida J. Heyes notes that Wittgenstein himself was skeptical of political theory, and that his philosophy does not lead naturally or inexorably (...) toward any particular political position. Instead, she says, his ideas motivate certain attitudes toward the "game of politics" that the essays in this volume share: some contributors argue that political theory should use Wittgensteinian methods, others apply Wittgenstein's philosophy of language to figures and debates in areas of political theory (such as post-Kantian genealogy or Habermas's foundationalism), and still others reveal the ways Wittgenstein's concepts inform political foci as diverse as anthropomorphism, defining social group membership, and the nature of liberty. (shrink)