Philosophical Investigations, Volume 45, Issue 2, Page 107-129, April 2022.

These works, as the sub-title makes clear, are unfinished sketches for Philosophical Investigations, possibly the most important and influential philosophical work of modern times. The 'Blue Book' is a set of notes dictated to Witgenstein's Cambridge students in 1933-1934: the 'Brown Book' was a draft for what eventually became the growth of the first part of Philosophical Investigations. This book reveals the germination and growth of the ideas which found their final expression in Witgenstein's later work. It is indispensable therefore (...) to students of Witgenstein's thought and to all those who wish to study at first-hand the mental processes of a thinker who fundamentally changed the course of modern philosophy. (shrink)

Drawing on the recognition that questions of discourse and power are vital components in analysing the public participation in environmental governance, this paper examines the ways in which dominant scientific discourses about the Earth's climate inform the types of public talk facilitated in and by mini-publics, particularly when they are ‘scaled up’ to address environmental issues such as climate change. World Wide Views on Global Warming (WWViews) serves as a case study. Conceived and organised by the Danish Board of Technology, (...) WWViews was a historically unprecedented public forum in which participants, invited from a range of nations, were given the opportunity to deliberate on key themes addressed in the negotiations taking place during the United Nations Convention on Climate Change in Copenhagen (COP 15). The overarching purpose of this analysis is to invite reflection on the practices and assumptions that serve to make up publics in relation to issues that have been framed, predominantly, as scientific, universal and global. (shrink)

This chapter contains sections titled: Two Categories of the Blues What is Cultural Expression? A Too‐Loose Definition of Culture Conclusion Notes.

This article has already been published in, and is available in open access from Time and Society, 0, 2017, pp. 1-29. We thank Stanley Blue for his permission to republish it here.: The practice turn in social theory has renewed interest in conceptualising the temporal organisation of social life as a way of explaining contemporary patterns of living and consuming. As a result, the interest to develop analyses of time in both practice theories and practice theory-based - Sur le concept (...) de rythme. (shrink)

Blue Fier is a master of composition technique, and the advice he shares in this essential book teaches you to bring together subjects, lighting, color, depth of field, and design elements to produce photos that make powerful statements.

How did Nietzsche the philosopher come into being? The Nietzsche known today did not develop 'naturally', through the gradual maturation of some inborn character. Instead, from an early age he engaged in a self-conscious campaign to follow his own guidance, thereby cultivating the critical capacities and personal vision which figure in his books. As a result, his published works are steeped in values that he discovered long before he mobilized their results. Indeed, one could argue that the first work which (...) he authored was not a book at all, but his own persona. Based on scholarship previously available only in German, this book examines Nietzsche's unstable childhood, his determination to advance through self-formation, and the ways in which his environment, notably the Prussian education system, alternately influenced and impeded his efforts to find his own way. It will be essential reading for all who are interested in Nietzsche. (shrink)

The “blue wall of silence” -- the rule that police officers will not testify against each other -- has its roots in an important associational virtue, loyalty, which, in the context of friendship and familial relations, is of central importance. This article seeks to distinguish the worthy roots of the “blue wall” from its frequent corruption in the covering up of serious criminality, and attempts to offer criteria for determining when to testify and when to respond in other ways to (...) the flaws of fellow officers. (shrink)

Arguably, emotions figure prominently in contemporary philosophy, not only in the fields of aesthetics and philosophy of religion, but also in the study of morality and cognition. Expressions like “emotional intelligence” are now commonly used and there is even talk of an affective turn in the cognitive sciences. Twentieth-century philosophers paved the way with conceptual creations like “poietic thinking” (dichtende Denken), “sentient intelligence” (inteligencia sentiente) or “poetic reason” (razón poética). It is also widely acknowledged that our apparently rational thoughts, calculations (...) and decisions are inextricably intertwined with our emotions, which even alter our mental judgement without making us aware of it. Thus, the clear contrast between reason and feelings―as separate and mutually exclusive―that runs through much of Western philosophical thought seems to be fading away. We could ask ourselves whether this has been the case in other philosophical traditions, or whether, far from it, this contrast has led them to privilege the rational over the affective. Moreover, in valuing these other traditions as philosophical, it is also worth considering the extent to which this opposition remains valid, perhaps behind the scenes. (shrink)

Robert Holub’s book, Nietzsche’s Jewish Problem: Between Anti-Semitism and Anti-Judaism, fundamentally concerns two topics: Was Nietzsche the man anti-Jewish? Was he somehow responsible for inspiring anti-Semites and particularly fascists and Nazis? These are different issues—one of biography, the other of reception—and Holub would have been advised not to link them in a single volume. Nonetheless, one reason for the connection is immediately evident. Holub distinguishes between anti-Semitism and anti-Judaism, separating them before discussing their interplay. He conceives the first as a (...) nationalist political movement opposed to Jews, and the second as prejudices against Jews at a personal level.... (shrink)

Substantial research indicates that individuals with Major Depressive Disorder (MDD) remember more negative information compared to neutral and positive information. This phenomenon is commonly attributed to attentional biases toward negative over neutral and positive information. A recent attentional resources model suggests that in MDD, negative cues not only capture attention, but also lead to deeper processing of subsequent information, irrespective of its content. This study aimed to replicate findings supporting this attentional resources model and go beyond it by investigating the (...) effect of negative cues on encoding and retrieval processes. Forty-one participants with MDD and no comorbid diagnoses, and 42 healthy-controls completed the emotional recall task with negative or positive videos presented during encoding and retrieval stages of a neutral word-list memory test. During encoding, only the MDD group exhibited a difference between negative and positive videos, such that for negative videos memory recall was improved and for positive words it was reduced. Emotional videos had no effect when presented during retrieval. These results suggest that in MDD, encountering emotional cues not only biases retrieval processes toward recalling more negative content, but rather fundamentally alters the depth of information processing, while not leading to a broad-spectrum recruitment of cognitive resources. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Blue Pearl: The Efficacy of Teaching Mindfulness Practices to College StudentsDeborah J. Haynes, Katie Irvine, and Mindy BridgesBetween fall 2003 and spring 2011 I integrated contemplative practices into ten courses with a total of 877 students. Nine of these courses carried credit for the core undergraduate curriculum, either in literature and arts or ideals and values, and students elected my courses from a menu of options. Individual courses (...) ranged from 12 to 409 students. During two of these years, I conducted detailed human subject research using a number of surveys, gathering both quantitative and qualitative data with first-year undergraduates on their experiences with contemplative pedagogy. These courses dealt specifically with art and religion, focusing on traditions where the visual arts are intricately connected to religious practice. I gathered more subjective data in all of the other courses, including large lecture courses on world art from 1500 to the present. In general, my students were not majors in art or religious studies, but came from many disciplines within the arts, social sciences, and sciences, including business and engineering. This essay describes the process and results of the research I conducted with two undergraduate assistants, Katie Irvine and Mindy Bridges. Besides summarizing the findings, I also describe student responses to teaching a specific mindfulness practice—the bow—within a large lecture course with undergraduates. It is notable how little actual data exists about student experiences, and this prompted me to undertake the research that forms the basis for this essay.1I begin with a few comments on my understanding of contemplative or mindfulness practice and my role as researcher. There is no single way to describe or engage in contemplative practice. The Latin contemplari means to observe, consider, or gaze attentively. This definition gives clues about the varied forms of contemplative practice, which include sitting, standing, walking, and lying down; using attitudes of not doing; deep listening, pondering, and radical questioning; guided imagery and active imagination; exercises with the body; focusing techniques such as those developed by Eugene Gendlin; concentrated language experiments with freewriting, poetry, and journals; beholding; and creation of visual images to represent such experiences.2 The [End Page 63] word mindfulness is often used to describe contemplative practice. In its most basic form, it means moment-by-moment present awareness, which is available to everyone, regardless of religious or spiritual orientation.Broadly understood as methods to develop concentration, to deepen understanding and insight, and to cultivate awareness and compassion, these practices can have a profound impact on a student’s experience both in college and beyond. Specifically, teaching students techniques of awareness, concentration, and means of disciplining their attention is absolutely essential in our era of fragmentation, ever-increasing speed, multitasking, and continuously interrupted attention. While contemplative practices are rooted in the world’s religious traditions, I often tell parents and students that the application of these practices in a secular educational context can enhance the educational experience in unique ways. Students develop new techniques of awareness, they learn to refine their perceptual and observational skills, and they are encouraged to take chances and to foster attitudes such as curiosity and wonder rather than cynicism about the world in which we live.Contemplative PedagogyIntroducing contemplative practices into the classroom results in new educational practices and pedagogies. For example, in a course titled The Dialogue of Art and Religion my students learn about Russian Orthodox icons, Himalayan Buddhist thangkas, and Navajo sand paintings through studying cultural and social history, religion, formal visual analysis, and creative processes. I define this interdisciplinary teaching as a form of comparative visual studies. I normally teach this class to eighteen or twenty first-year college students. Students also learn about the practices of prayer and meditation that are central to Christian, Buddhist, and Native American traditions through sustained reading and discussion. They read accessible books about contemplative practice such as Thich Nhat Hanh’s The Miracle of Mindfulness.3 In each class, we practice simple techniques such as bowing, sitting in silence, breath awareness, and daily writing exercises.Over the past decade my students have talked about how these mindfulness exercises help to foster an atmosphere of respect, noting... (shrink)

We argue that (1) a purported example of an infinite inference we humans can actually perform admits a faithful, finitary description, and (2) infinite inference contravenes any view which does not grant our minds uncomputable powers. These arguments block the strategy, dating back to Carnap's Logical Syntax of Language, of using infinitary inference rules to secure the determinacy of arithmetical truth on conventionalist grounds.

Web scraping involves using computer programs for automated extraction and organization of data from the Web for the purpose of further data analysis and use. It is frequently used by commercial companies, but also has become a valuable tool in epidemiological research and public health planning. In this paper, we explore ethical issues in a project that “scrapes” public websites of U.S. county jails as part of an effort to develop a comprehensive database to enhance HIV surveillance and improve continuity (...) of care for incarcerated populations. We argue that the well-known framework of Emanuel et al. provides only partial ethical guidance for the activities we describe, which lie at a complex intersection of public health research and public health practice. We suggest some ethical considerations from the ethics of public health practice to help fill gaps in this relatively unexplored area. (shrink)

Este artigo defende uma leitura dialética dos lembretes gramaticais de Wittgenstein acerca dos usos do pronome de primeira pessoa no Livro Azul. Contra uma visão “não-referencial” bastante comum, que trata esses lembretes como tentativas diretas de bloquear resultados metafísicos substanciais, a leitura aqui proposta enfatizará sua função terapêutica, tomando-os como partes de um processo dialético que tem por fim revelar as fontes de algumas tentações filosóficas, entre elas particularmente o solipsismo, com o intuito de enfraquecer seu fascínio, em vez de (...) reprimi-lo ou sublimá-lo. (shrink)

This paper employs Ian Hacking’s notion of interactive kinds to examine the recent construction of the kind, “depressed adolescent.” I examine first how adolescents themselves were constructed. I then trace how, in North America, we have moved in the past thirty-odd years from a situation of virtually no adolescent depression to the current situation where it is estimated that approximately one in four adolescents is depressed. I offer some reasons why we should be uncomfortable both with the exponential increases in (...) this kind and with the way in which depressed adolescents are being treated at present. In conclusion, I tentatively suggest some ways of proceeding in the future. (shrink)