Sensitivity to others’ emotional signals is an important factor for social interaction. While many studies of emotional reactivity focus on facial emotional expressions, signals such as pupil dilation which can indicate arousal, may also affect observers. For example, observers’ pupils dilate when viewing someone with dilated pupils, so-called pupillary contagion. Yet it is unclear how pupil size and emotional expression interact as signals. Further, examining individual differences in emotional reactivity to others can shed light on its mechanisms and potential outcomes. (...) In the current study, adults’ (N = 453) pupil size was assessed while they viewed images of the eye region of individuals varying in emotional expression (neutral, happy, sad, fearful, angry) and pupil size (large, medium, small). Participants showed pupillary contagion regardless of the emotional expression. Individual differences in demographics (gender, age, socioeconomic status) and psychosocial factors (anxiety, depression, sleep problems) were also examined, yet the only factor related to pupillary contagion was socioeconomic status, with higher socioeconomic status predicting less pupillary contagion for emotionally-neutral stimuli. The results suggest that while pupillary contagion is a robust phenomenon, it can vary meaningfully across individuals. (shrink)

Das Nachdenken über Beziehungen zwischen Bildern ist ein kunsthistorisches Kerngeschäft. Zugleich ist es jedoch auch eine Herausforderung für die Theorien und Methoden des Faches. Was bedeutet es daher, im Rückgriff auf die Literaturtheorie von der Intertextualität der Bilder zu sprechen? Worin besteht der Unterschied zur Rede von Bildzitaten, vom Bezug auf Quellen oder die ikonografische Tradition? Seit den 1960er Jahren wird dies lebhaft diskutiert. Elisabeth-Christine Gamer zeichnet in ihrem Buch die Geschichte des Diskurses über fünf Dekaden nach und (...) berücksichtigt dabei unterschiedliche Fächer und Sprachen. Zugleich arbeitet sie seine Merkmale heraus und liefert damit eine Basis für die weitere kunsthistorische Beschäftigung mit dem Modell Intertextualität"--Back cover. (shrink)

:In this article, we present an educational intervention that embeds ethics education within research laboratories. This structure is designed to assist students in addressing ethical challenges in a more informed way, and to improve the overall ethical culture of research environments. The project seeks to identify factors that students and researchers consider relevant to ethical conduct in science, technology, engineering, and math and to promote the cultivation of an ethical culture in experimental laboratories by integrating research stakeholders in a bottom-up (...) approach to developing context-specific, ethics-based guidelines. An important assumption behind this approach is that direct involvement in the process of developing laboratory specific ethical guidelines will positively influence researchers’ understanding of ethical research and practice issues, their handling of these issues, and the promotion of an ethical culture in the respective laboratory. The active involvement may increase the sense of ownership and integration of further discussion on these important topics. Based on the project experiences, the project team seeks to develop a module involving the bottom-up building of codes-of-ethics-based guidelines that can be used by a broad range of institutions and that will be distributed widely. (shrink)

Science, technology, engineering, and mathematics (STEM) fields are central to any educational system. The term started with the National Science Foundation as “SMET” and was changed to STEM at a later date due to phonetic reasons. The term was not widely used until Virginia Tech University began offering a “STEM education” degree in 2005 (Friedman 2005). The term STEM covers a broad spectrum of different disciplines. While, in general, STEM is used as an umbrella term for the natural sciences, engineering, (...) mathematics, and technology-related fields, there are some variations in its usage. For example, the US National Science Foundation (NSF) characterizes STEM as including chemistry, computers and information technology, engineering, geoscience, life sciences, mathematical sciences, physics and astronomy, psychology, social sciences, educational research, and STEM education (Gonzalez and Kuezi 2012). Whereas this approach considers the social sciences to be of central importance to STEM and the STEM workforce (Spalter-Roth 2004), in the United Kingdom, STEM is seen to include fields such as medicine, dentistry, and architecture but exclude the social sciences and education (United Kingdom, House of Lords, Science, and Technology, Committee 2012). (shrink)

Definition of the problem Digital health technologies have gained significant importance in recent years. These technologies include symptom checker apps which use algorithms or artificial intelligence to provide users with analyses and recommendations based on their symptom input. Despite their widespread recognition, research shows mixed results regarding the accuracy of these apps, thus, limiting their current utility. The interdisciplinary CHECK.APP project examined the ethical, legal, and social aspects associated with symptom checker apps. Arguments The resulting recommendations presented here are directed (...) towards various stakeholders, including users, physicians, developers, and public institutions. It is crucial to adopt a critical stance towards the use of symptom checker apps, promote health literacy and eHealth literacy, and ensure transparency regarding the data basis and user experiences. Moreover, there is a need for reliable and independent information sources that allow users and physicians to stay informed about current developments in the digitalization of healthcare. At the same time, developers are encouraged to follow clear guidelines on transparency, quality assurance, and accessibility. Additionally, policymakers are recommended to ensure the voluntary use of symptom checker apps and to create conditions that strengthen the health literacy of the population. Conclusion The recommendations presented here outline how symptom checker apps can be used responsibly to maximize potential benefits and minimize risks. (shrink)

This chapter describes the development of a workshop series focused on helping students develop research lab ethics guidelines. The workshop was developed through a National Science Foundation-funded project that situates ethics education within the research environment. Students in four departments at a private research university were recruited to join a Student Ethics Committee that collaboratively developed context-specific codes-of-ethics-based guidelines for their departments. These bottom-up developed guidelines were revised in an iterative process, including feedback from faculty, other graduate students, and the (...) original Student Ethics Committee. The goal of the workshops was to promote the cultivation of an ethical culture in experimental laboratories by integrating research stakeholders in a bottom-up approach to developing context-specific guidelines and to identify factors that students consider relevant to the ethical conduct of research. After describing the workshop series, this chapter presents a qualitative content analysis of the guidelines. The guidelines developed by the Student Ethics Committees reflect the current culture of experimental labs in these departments and the ethical issues that students think are important. The content of these guidelines and the ethical issues the students focused on contrast in some key ways with what ethical issues faculty who head research groups saw as paramount. The chapter describes the first two iterations of the ethics education workshop module, a qualitative analysis of the first draft of these guidelines, and finally reflects on future work in this area of in situ ethics education. (shrink)

Student researchers encounter ethical issues daily, but little is known about their unique perspectives. This article presents the results of 30 qualitative semi-structured interviews exploring students’ views and experiences around ethical issues in research groups. During the interviews, students were asked to describe challenges and successes they have encountered in their lab, their conception of what counts as an “ethical issue in research,” and how they handle these issues when they arise. Against this background, the article discusses students’ conceptions of (...) ethical issues in research environments, the types of issues students reported facing, how these issues were ultimately resolved, and finally, the factors, internal qualities, and lessons learned that help students thrive in research environments, as well as some of the challenges students face – especially international students. Many of the ethical challenges interviewees discussed focused on interpersonal issues, highlighting the intense collaboration most graduate students have with their colleagues and supervisors. Findings from this study point to the need for targeted training programs for students and faculty supervisors focusing on building mentoring relationships and finding space in the lab where open communication can occur around ethical research practices. (shrink)

Based on instructions people can form task representations that shield relevant from seemingly irrelevant information. It has been documented that instructions can tie people to a particular way of performing a task despite that in principle a more efficient way could be learned and used. Since task shielding can lead to persistence of inefficient variants of task performance, it is relevant to test whether individuals with attention deficit/hyperactivity disorder – characterized by less task shielding – are more likely and quicker (...) to escape a suboptimal instructed variant of performing a task. The paradigm used in this online study builds on the observation that in many environments different covarying features could be used to determine the appropriate response. For instance, as they approach a traffic light, drivers and pedestrians monitor the color and/or the position of the signal. Similarly, we instructed participants to respond to the color of a stimulus without mentioning that color covaried with the position of the stimulus. In order to assess whether with practice participants would use the non-instructed feature position to an increasing extent, we compared reaction times and error rates for standard trials to trials in which color was either ambiguous or did not match the usual covariation. Results showed that the covariation learning task can be administered online to adult participants with and without ADHD. Performance differences suggested that with practice ADHD participants might increase attention to non-instructed stimulus features. Yet, they used the non-instructed covarying stimulus feature to a similar extent as other participants. Together the results suggest that participants with ADHD do not lag behind in abandoning instructed task processing in favor of a learned alternative strategy. (shrink)

Il s'agit des actes d'un colloque international qui s'est tenu en octobre 1995 à l'Institut international d'histoire sociale d'Amsterdam. L'ambition des auteurs (qui animent également un séminaire pluridisciplinaire et un site internet consacrés au rapport entre démographie et politique) est « d'utiliser la démographie en tant que lieu d'observation des conflits pouvant opposer des idéologues et des détenteurs du pouvoir politique à l'exercice des libertés individuelles fondamentales t..

Anne Cova s'est emparée d'un sujet central pour l'histoire des femmes : la maternité. En 1977, Catherine Fouquet et Yvonne Knibiehler avaient publié la première synthèse, Histoire des mères du Moyen Age à nos jours. Élisabeth Badinter, en 1980, attirait elle aussi, avec L'Amour en plus, l'attention du public sur l'historicité du sentiment maternel, soulignant la mutation survenue au XVIIIe siècle : début de la limitation des naissances, rapprochement de la mère et de l'enfant, valorisa..

Après avoir lu les Méditations métaphysiques, la jeune Elisabeth de Bohême demande à s’entretenir avec Descartes pour obtenir des réponses. Ainsi naît, entre un philosophe déjà vieux et une princesse mélancolique, une conversation épistolaire qui durera sept ans, jusqu’à la mort de Descartes en 1650. Ils discuteront aussi bien de mathématiques et de géométrie que de l’union de l’âme et du corps, des passions, du bonheur et de Dieu. Sans jamais renier sa pensée – bien plutôt en la fortifiant (...) –, Descartes diagnostiquera à la jeune femme un excès de cartésianisme : pour la soigner, il valorisera les plaisirs de la vie courante, le repos de l’esprit et le manque de sérieux. Ce volume rassemble la correspondance intégrale entre Descartes et Elisabeth, ainsi que des lettres du philosophe à divers correspondants, dont le médecin Regius, Christine, reine de Suède, et Chanut, ambassadeur de France en Suède. (shrink)

Enjoying great popularity in decision theory, epistemology, and philosophy of science, Bayesianism as understood here is fundamentally concerned with epistemically ideal rationality. It assumes a tight connection between evidential probability and ideally rational credence, and usually interprets evidential probability in terms of such credence. Timothy Williamson challenges Bayesianism by arguing that evidential probabilities cannot be adequately interpreted as the credences of an ideal agent. From this and his assumption that evidential probabilities cannot be interpreted as the actual credences of human (...) agents either, he concludes that no interpretation of evidential probabilities in terms of credence is adequate. I argue to the contrary. My overarching aim is to show on behalf of Bayesians how one can still interpret evidential probabilities in terms of ideally rational credence and how one can maintain a tight connection between evidential probabilities and ideally rational credence even if the former cannot be interpreted in terms of the latter. By achieving this aim I illuminate the limits and prospects of Bayesianism. (shrink)

Aucune discussion d'ensemble des ecrits de Lyotard sur l'art n'avait ete entreprise. Or sa reflexion sur les arts - musique, cinema, peinture surtout - est une part essentielle de son oeuvre, comme en temoignent les analyses proposees dans Discours, figure, Que peindre?, Moralites postmodernes, L'Inhumain et Les Ecrits sur l'art contemporain et les artistes. Moins remarque pourtant est le fait que Lyotard a collabore avec des peintres (Monory, Guiffrey, Adami, Sam Francis, Appel, Buren, etc). Il a ete commissaire d'une exposition (...) en 1985 qui a fait date, " Les Immateriaux ", au Centre Georges-Pompidou. Plusieurs textes du volume ainsi qu'un entretien inedit avec Bernard Blistene sont consacres a cette manifestation. Pour ce livre Francoise Coblence et Michel Enaudeau ont sollicite non seulement des lecteurs avertis de Lyotard (Christine Buci-Glucksmann, Elisabeth de Fontenay, Jean-Michel Rey, Jean-Loup Thebaud, Herman Parret, Anne Cauquelin, Gerald Sfez, Jean-Claude Rolland, Claudine Eizykman et Guy Fihman, Jean-Francois Nordmann, Jean-Patrice Courtois), mais aussi de plus jeunes chercheurs (Gaelle Bernard, Frederic Fruteau de Laclos, Claire Pages, Jerome Glicenstein, Maud Pouradier, Evelyne Toussaint) qui decouvrent pour leur propre compte le travail de Lyotard sur les arts. Les contributions rassemblees analysent les concepts forges par Lyotard, tels que " figural ", "libidinal ", " sublime ", " immateriau ", " matiere ", " impresentable " " affect ", " ecriture ". A travers eux, cette pensee de l'art veut rompre avec l'esthetique au sens academique du terme pour voir ou entendre dans les oeuvres l'evenement de la couleur ou du son. C'est donc bien d'un enjeu " ontologique " qu'il y va : l'art est seul a nous presenter la frappe sensible de l'etre. (shrink)

_Psychoanalysis and Women_, Volume 32 of _The Annual of Psychoanalysis_, is a stunning reprise on theoretical, developmental, and clinical issues that have engaged analysts from Freud on. It begins with clinical contributions by Joyce McDougall and Lynne Layton, two theorists at the forefront of clinical work with women; Jessica Benjamin, Julia Kristeva, and Ethel Spector Person, from their respective vantage points, all engage the issue of passivity, which Freud tended to equate with femininity. Employing a self-psychological framework, Christine Kieffer (...) returns to the Oedipus complex and sheds new light on the typically Pyrrhic oedipal victory of little girls. Section III broadens the historical context of contemporary theorizing about women by offering the personal reminiscences of Nancy Chodorow, Carol Gilligan, Brenda Solomon, and Malkah Notman. A final section, dedicated to "women who shared psychoanalysis," features historical essays on Ida Bauer, Anna Freud, Dorothy Burlingham, Edith Jacobson, and Therese Benedek, along with Linda Hopkins's revealing interview of Marion Milner. Of special note is Marian Tolpin's examination of three women - Bauer, Helene Deutch, and Anna Freud - who helped shape Freud's notion of the "femail castration complex," and Elisabeth Young-Bruehl's exploration of how two women - Anna Freud and Dorothy Burlingham - developed parent-infant observation. _Psychoanalysis and Women_ is an extraordinary chronicle of the distance traveled since Freud characterized women's sexual life as "the dark continent." The contributors vitalize a half century of theory with the lessons of biography, and they broaden clinical sensibilities by drawing on recent developmental, gender-related, and socio-psychological research. In doing so, they attest to the ongoing reconfiguration of Freud's dark continent and show the psychoanalytic psychology of women to be very much a revolution in progress. (shrink)

Past research has established that people can strategically enhance or override impulsive emotional behaviour with implementation intentions (Eder, Rothermund, & Proctor, 2010). However, it is unclear whether emotional action tendencies change by intentional processes or by habit formation processes due to repeated enactment of the intention (or both). The present study shows that forming implementation intentions is sufficient to modulate emotional action tendencies. Participants received instructions about how to respond to positive and negative stimuli on evaluation trials but no (...) such trials were actually presented. Results showed that merely intending to approach and avoid affective stimuli influenced emotional action tendencies in a modified affective Simon task in which affective valence was irrelevant. An affective Simon effect (i.e., faster reactions when the valence of the stimulus corresponded with the valence of the movement) was observed when participants intended evaluations with affectively congruent responses (i.e., positive–approach, negative–avoid); in contrast, the effect was reversed in direction when participants planned evaluations with incongruent responses (i.e., positive–avoid, negative–approach). Thus, implementation intentions can regulate implicit emotional responses even in the absence of possible habit formation processes. Implications for dual-system accounts of emotion regulation are discussed. (shrink)

Este livro apresenta-se como o resultado da contribuição de professores e pesquisadores de diversos campos da filosofia e de diferentes universidades brasileiras durante a ocasião do I Encontro "Vozes femininas na Filosofia", ocorrido em junho de 2017, na UFRGS, em Porto Alegre, RS. Nossa motivação parte da constatação que a área de filosofia nas universidades brasileiras sofre uma evidente crise de representatividade: tanto nos cursos de graduação como nos programas de pós-graduação em filosofia, nos quais menos de 30% são mulheres, (...) entre docentes e discentes. Procura-se, por meio dos textos organizados neste volume, entender a produção e a contribuição de filósofas cujas presenças se mostram diminuídas – senão totalmente esquecidas – na história de filosofia e na atualidade. (shrink)

On an evidentialist position, it is epistemically rational for us to believe propositions that are (stably) supported by our total evidence. We are epistemically permitted to believe such propositions, and perhaps even ought to do so. Epistemic rationality is normative. One popular way to explain the normativity appeals to epistemic teleology. The primary aim of this paper is to argue that appeals to epistemic teleology do not support that we ought to believe what is rational to believe, only that we (...) are permitted to do so. In arguing for that, I defend an epistemic teleological position that is radical in nature. It involves no commitment to aiming at the truth. I conclude by dispelling some worries that have been raised about my position. (shrink)

The article investigates one of the key contributions to modern structural mathematics, namely Hilbert’sFoundations of Geometry(1899) and its mathematical roots in nineteenth-century projective geometry. A central innovation of Hilbert’s book was to provide semantically minded independence proofs for various fragments of Euclidean geometry, thereby contributing to the development of the model-theoretic point of view in logical theory. Though it is generally acknowledged that the development of model theory is intimately bound up with innovations in 19th century geometry (in particular, the (...) development of non-Euclidean geometries), so far, little has been said about how exactly model-theoretic concepts grew out of methodological investigations within projective geometry. This article is supposed to fill this lacuna and investigates this geometrical prehistory of modern model theory, eventually leading up to Hilbert’sFoundations. (shrink)

In everyday life and in science we acquire evidence of evidence and based on this new evidence we often change our epistemic states. An assumption underlying such practice is that the following EEE Slogan is correct: 'evidence of evidence is evidence' (Feldman 2007, p. 208). We suggest that evidence of evidence is best understood as higher-order evidence about the epistemic state of agents. In order to model evidence of evidence we introduce a new powerful framework for modelling epistemic states, Dyadic (...) Bayesianism. Based on this framework, we then discuss characterizations of evidence of evidence and argue for one of them. Finally, we show that whether the EEE Slogan holds, depends on the specific kind of evidence of evidence. (shrink)

When members of a group doxastically disagree with each other, decisions in the group are often hard to make. The members are supposed to find an epistemic compromise. How do members of a group reach a rational epistemic compromise on a proposition when they have different (rational) credences in the proposition? I answer the question by suggesting the Fine-Grained Method of Aggregation, which is introduced in Brössel and Eder 2014 and is further developed here. I show how this method (...) faces challenges of the standard method of aggregation, Weighted Straight Averaging, in a successful way. One of the challenges concerns the fact that Weighted Straight Averaging does not respect the evidential states of agents. Another challenge arises because Weighted Straight Averaging does not account for synergetic effects. (shrink)

This entry provides an opinionated overview of key epistemological debates regarding experts. To comprehend, justify, and enhance our practices of trusting, utilising, and depending on experts' judgments, it is crucial to clarify the characteristics of experts and the means of identifying those who exemplify them. Consequently, this entry examines and evaluates accounts of the main characteristics of experts. Furthermore, it discusses indicators of experts that help recognise experts and considers to what extent they are accessible to other experts and laypersons.

O presente artigo é marcado pela preocupação em alargar o chamado cânone da filosofia ocidental, patrocinada pela tradição filosófica e sua narrativa triunfalista, levada a cabo pela história da filosofia de ontem e de hoje, com sua disposição de celebrar a Filosofia mainstream e as grandes mentes masculinas, como Kant e Descartes. Trata-se de alargar o cânone filosófico e de relançar o projeto das humanidades, em defesa de uma “história da filosofia aberta e feminista”, tendo ao centro Elisabeth da (...) Bohemia, Emilie du Châtelet, Madame de Scudéry e Madeleine de Sablé, além de Macaulay e Christine de Pizan. (shrink)

A characterization of epistemic rationality, or epistemic justification, is typically taken to require a process of conceptual clarification, and is seen as comprising the core of a theory of (epistemic) rationality. I propose to explicate the concept of rationality. -/- It is essential, I argue, that the normativity of rationality, and the purpose, or goal, for which the particular theory of rationality is being proposed, is taken into account when explicating the concept of rationality. My position thus amounts to an (...) instrumentalist position about theories of epistemic rationality. Since there are different purposes, or goals, for which theories of rationality are proposed, the method of explication leaves room for different characterizations of rationality. I focus on two such (kinds of) purposes: first, the purpose of guiding the formation (or maintenance) of doxastic states and, second, the purpose of assessing (the formation or maintenance of) doxastic states. I conclude by outlining a pluralistic picture concerning rationality. (shrink)

Today's climate models are supported in a couple of ways that receive little attention from philosophers or climate scientists. In addition to standard 'model fit', wherein a model's simulation is compared to observational data, there is an additional type of confirmation available through the variety of instances of model fit. When a model performs well at fitting first one variable and then another, the probability of the model under some standard confirmation function, say, likelihood, goes up more than under each (...) individual case of fit alone. Thus, two instances of fit of distinct variables of a global climate model using distinct data sets considered collectively will provide stronger evidence for a model than either one of the instances considered individually. This has consequences for model robustness. Sets of models that produce robust results will, if their assumptions vary enough and they each are observationally sound, provide reasons to endorse common structures found in those models. Finally, independent empirical support for aspects and assumptions of the model provides an additional confirmational virtue for climate models, contrary to what is implied by some current philosophical writing on this topic. (shrink)

The ongoing COVID-19 pandemic has confronted us with constantly new challenges. We need to browse new inventories of scientific knowledge to reflect on previous experiences and thus facilitate societal learning. In line with the first volume on the COVID-19 pandemic in this series, contributions from different disciplines and fields of practice create an awareness of the complexity of this crisis and help us to understand the diversity of challenges it poses. The first part focuses on philosophical, sociological and psychological problem (...) diagnoses, the second on reactive strategies in the fields of medicine, nursing care, the economy and law. After taking a look at religious contexts and fields of practice, leading experts from the healthcare sector share their experiences of the COVID-19 pandemic. With contributions by Mahmoud Abdallah, Désirée Amschl-Strablegg, Cornelia Baptist-Kröpfl, Herbert Beiglböck, Ulrike Berdnik, Alois Birklbauer, Anneliese Derkits, Reinhold Esterbauer, Franziska Grossschädl, Katharina Heimerl, Andreas Heller, Marie-Christin Hinteregger, Hartmann Jörg Hohensinner, Elisabeth Horvath, Isabella Jonveaux, Anna-Christina Kainradl, Ulla Kriebernegg, Wolfgang Kröll, Ulrike Kylianek, Martin M. Lintner, Saskia Löser, Christa Lohrmann, Sandra Müller, Gerold Muhri, Manfred Novak, Sabine Petritsch, Eva Peyker, Michaela Pfadenhauer, Barbara Pichler, Johann Platzer, Lisa Pongratz, Maria Puntigam, Elisabeth Reitinger, Hans-Walter Ruckenbauer, Hellmut Samonigg, Walter Schaupp, Georg Tafner, Christa Tax, Wolfgang Toller and Jürgen Wallner. (shrink)

This article reviews evidence suggesting that the cause of approach and avoidance behavior lies not so much in the presence (i.e., the stimulus) but, rather, in the behavior’s anticipated future consequences (i.e., the goal): Approach is motivated by the goal to produce a desired consequence or end-state, while avoidance is motivated by the goal to prevent an undesired consequence or end-state. However, even though approach and avoidance are controlled by goals rather than stimuli, affective stimuli can influence action control by (...) priming associated goals. An integrative ideomotor model of approach and avoidance is presented and discussed. (shrink)

Societies change; and sociology has, since its inception, described and evaluated these changes. This article proposes a revised theory of collective learning processes, a conceptual framework which addresses ways in which people make sense of and cope with change. Drawing on Habermas’ classic proposal, but shifting the focus from argumentation towards storytelling, it explains how certain articulations allow for collective learning processes (imagining more inclusive orders), while others block learning processes (imagining more exclusive orders). More specifically, the article points to (...) narrative genres (romance, tragedy, comedy and irony) which organize feelings and shape the social bond, proposing that ironic and tragic stories have the potential to trigger collective learning processes, while romantic and comic stories tend to block them. (shrink)

The paper is concerned with Quine's substitutional account of logical truth. The critique of Quine's definition tends to focus on miscellaneous odds and ends, such as problems with identity. However, in an appendix to his influential article On Second Order Logic, George Boolos offered an ingenious argument that seems to diminish Quine's account of logical truth on a deeper level. In the article he shows that Quine's substitutional account of logical truth cannot be generalized properly to the general concept of (...) logical consequence. The purpose of this paper is threefold: first, to introduce the reader to the metamathematics of Quine's substitutional definition of logical truth; second, to make Boolos' result accessible to a broader audience by giving a detailed and self-contained presentation of his proof; and, finally, to discuss some of the possible implications and how a defender of the Quinean concepts might react to the challenge posed by Boolos' result. (shrink)

In the literature, one finds two accounts of the normative status of rational belief: the ought account and the permissibility account. Both accounts have their advantages and shortcomings, making it difficult to favour one over the other. Imagine that there were two principles of rational belief or rational degrees of belief commonly considered plausible, but which, however, yielded a paradox together with one account, but not with the other. One of the accounts therefore requires us to give up one of (...) the plausible principles; whereas the other allows us to save them both. The fact that it allows us to save both of the plausible principles might well be considered a strong reason in favour of the relevant account. The permissibility-account-based resolution of the lottery paradox suggests that the permissibility account is a candidate for being supported in this way, since the account seems to save two plausible principles of rational belief and rational degrees of belief. I argue that even if the permissibility account were supported in this way the support would be defeated, since one cannot provide an analogous resolution of the preface paradox. The principles remain unsaved by the permissibility account. (shrink)

The Bernays-Müller debate was a dispute in the early 1920s between Paul Bernays and Aloys Müller regarding various philosophical issues related to “Hilbert’s program.” The debate is sometimes mentioned as a sidenote in discussions of Hilbert’s program, but there is little or no discussion of the debate itself in the secondary literature. This article aims to fill this gap and to provide a detailed analysis of the background of the debate, its contents, and the impact on its protagonists.

Influential theories on affect and emotion propose a fundamental differentiation between emotion and cognition, and research paradigms designed to test them focus on differences rather than similarities between affective and cognitive processes. This research orientation is increasingly challenged by the widespread and successful use of cognitive research paradigms in the study of affect and emotion—a challenge with far-reaching implications. Where and on what basis should theorists draw the line between cognition and emotion, and when is it useful to do so? (...) Should researchers build more global, integrative models of cognition and emotion, or should they rely on local, content-specific models that draw attention to a differentiation between affective and cognitive processes? This special issue compiles different viewpoints on fundamental issues in the relationship between affect and cognition. (shrink)

In recent years, several scholars have been investigating Frege’s mathematical background, especially in geometry, in order to put his general views on mathematics and logic into proper perspective. In this article I want to continue this line of research and study Frege’s views on geometry in their own right by focussing on his views on a field which occupied center stage in nineteenth century geometry, namely, projective geometry.

A common coding account of bidirectional evaluation–behaviour interactions proposes that evaluative attributes of stimuli and responses are coded in a common representational format. This assumption was tested in two experiments that required evaluations of positive and negative stimuli during the generation of a positively or negatively charged motor response. The results of both experiments revealed a reduced evaluative sensitivity (d′) towards response-compatible stimulus valences. This action–valence blindness supports the notion of a common valence coding in action and evaluation.

The public sphere is the site where the collective will of the people is formed. The thesis is that to the extent that the people are constructed as entities that pre-exist their collective will, the public sphere contributes to fostering the evil among a people and between the people. This is discussed using the cases of nationalism, sovereigntism and populism. The narrative of Pandora’s box provides the analytical leverage for retelling the theory of the public sphere. The story is that (...) after the evils escaped Pandora’s box, hope remained. This leads to two propositions: hope as preventing the closing off of the future of a people and hope as fostering collective learning processes that rectify the evils. These propositions provide the ground for a critical theory of the public sphere in which the force of the better argument is insufficient to explain the capability of a people to rectify the bad. It is a theory in which social relations matter that turn individuals into a people beyond national, statist or populist containers, making a people that is open to define and redefine itself in collective learning processes. (shrink)

The aim of this article is to contribute to a better understanding of Frege’s views on semantics and metatheory by looking at his take on several themes in nineteenth century geometry that were significant for the development of modern model-theoretic semantics. I will focus on three issues in which a central semantic idea, the idea of reinterpreting non-logical terms, gradually came to play a substantial role: the introduction of elements at infinity in projective geometry; the study of transfer principles, especially (...) the principle of duality; and the use of counterexamples in independence arguments. Based on a discussion of these issues and how nineteenth century geometers reflected about them, I will then look into Frege’s take on these matters. I conclude with a discussion of Frege’s views and what they entail for the debate about his stance towards semantics and metatheory more generally. (shrink)

Evolution and learning are two analytically distinct concepts. People learn yet evolution (`change') does not necessarily take place. To clarify this problem the concept of learning is explicated. The first problem addressed is the question of who is learning. Here a shift from the single actor perspective to an interaction perspective is proposed (using Habermas and Luhmann as theoretical arguments for such a shift). Both, however, idealize the preconditions that interactants share while learning collectively. Against rationalist assumptions it is argued (...) that in order to learn people need a narratively based shared world. What do they learn? They acquire knowledge and they learn how to learn. This still does not solve the problem why they learn. Learning, it is argued, does not guarantee evolution but provides the mutations for evolutionary processes to take place. (shrink)

This paper aims to explore the philosophy that is embedded in the Philippine higher education system, and to locate the country’s philosophy of education within the global context. The Philippine higher education is marked by complexity in terms of governance and organization. More importantly, its origin and development are deeply implicated in the country’s colonial history, which in turn significantly impacted how the aims and purposes of higher education are defined and perceived by various stakeholders. Such a condition has resulted (...) in specific social practices, and in a specific understanding of what higher education must contribute to the society. This paper thus examines a ‘distinct’ Filipino philosophy of higher education, the narratives that formed it, and the tensions that surround it. Moreover, it brings the field of Filipino philosophy in conversation with postcoloniality and the emerging field of philosophy of higher education. Analysis of the data shows consistency of the discourse topics, and the concept of nation-building as fundamental in understanding the mandate of higher education institutions. (shrink)

In a series of articles dating from 1903 to 1906, Frege criticizes Hilbert’s methodology of proving the independence and consistency of various fragments of Euclidean geometry in his Foundations of Geometry. In the final part of the last article, Frege makes his own proposal as to how the independence of genuine axioms should be proved. Frege contends that independence proofs require the development of a ‘new science’ with its own basic truths. This paper aims to provide a reconstruction of this (...) New Science that meets modern standards and to examine possible problems surrounding Frege’s original proposal. The paper is organized as follows: the first two sections summarize the main points of the Frege–Hilbert controversy and discuss some issues surrounding the problem of independence proofs. Section 3 contains an informal presentation of Frege’s proposal. In section 4 a more detailed reconstruction of Frege’s New Science is set out while section 5 examines what is left out. The concluding section is devoted to a discussion of Frege’s strategy and its significance from a broader perspective. (shrink)

This article argues for a robust notion of collective identity which is not reduced to a psychological conception of identity. In the first part, the debate on the concept of identity raised by several authors is taken up critically with the intention of defending a strong sociological conception of identity which by definition is a collective identity. The basic assumption is that collective identities are narrative constructions which permit the control of the boundaries of a network of actors. This theory (...) is then applied to the case of Europe, showing how identity markers are used to control the boundaries of a common space of communication. These markers are bound to stories which those within such a space of communication share. Stories that hold in their narrative structures social relations provide projects of control. National identities are based on strong and exclusive stories. Europeanization (among other parallel processes at the global level) opens this space of boundary constructions and offers opportunities for national as well as sub-national as well as transnational stories competing with each other to shape European identity projects. The EU — this is the hypothesis — provides a case in which different sites offer competing opportunities to continue old stories, to start new stories or to import old stories from other sites, thus creating a narrative network on top of the network of social relations that bind the people in Europe together. European identity is therefore to be conceived as a narrative network embedded in an emerging network of social relations among the people living in Europe. (shrink)

There is consensus among emotion scientists that emotions can be powerful motivators of actions. However, little progress has been made so far in the scientific study of that relation. The main reason for this disappointing state of affairs lies, in my view, in an overly simplistic “boxology” that treats actions as outputs of emotional stimulations. A promising way out of this situation is an interdisciplinary approach that connects emotion sciences with theories in motivation and action sciences—an emerging field that I (...) call “emotional action sciences.”. (shrink)