In recent years, scientists have increasingly taken to investigate the predictive nature of cognition. We argue that prediction relies on abstraction, and thus theories of predictive cognition need an explicit theory of abstract representation. We propose such a theory of the abstract representational capacities that allow humans to transcend the “here-and-now.” Consistent with the predictive cognition literature, we suggest that the representational substrates of the mind are built as ahierarchy, ranging from the concrete to the abstract; however, we argue that (...) there are qualitative differences between elements along this hierarchy, generating meaningful, often unacknowledged,diversity.Echoing views from philosophy, we suggest that the representational hierarchy can be parsed into:modality-specificrepresentations, instantiated on perceptual similarity;multimodalrepresentations, instantiated primarily on the discovery of spatiotemporal contiguity; andcategoricalrepresentations, instantiated primarily on social interaction. These elements serve as the building blocks ofcomplex structures discussed in cognitive psychology (e.g., episodes, scripts) and are the inputs for mental representations that behave like functions, typically discussed in linguistics (i.e.,predicators). We support our argument for representational diversity by explaining how the elements in our ontology are all required to account for humans’ predictive cognition (e.g., in subserving logic-based prediction; in optimizing the trade-off between accurate and detailed predictions) and by examining how the neuroscientific evidence coheres with our account. In doing so, we provide a testable model of the neural bases of conceptual cognition and highlight several important implications to research on self-projection, reinforcement learning, and predictive-processing models of psychopathology. (shrink)

The outbreak of the COVID-19 pandemic in 2020 threw the world into an unexpected turmoil; schools were closed, exams cancelled, and educational systems were forced to react to deep and unexpected changes. In educational policy, however, the idea that we should prepare for an unknown, uncontrollable and risky future has been widely accepted long before the outbreak. Building on insights from complexity theory and the study of dynamic systems, the article critically examines how the standard educational response to future unpredictability, (...) which focuses on enhancing adaptability, fares in a time of crisis. It is argued that the emphasis on adaptability in response to a world that is increasingly becoming volatile, uncertain, complex and ambiguous is often uncritically embraced in educational policy. We suggest that furthering adaptability through education could be suited for tackling everyday uncertainty, yet is an ill-suited response to crisis situations because it hinders transformative change. The article also points to some additional difficulties with striving to further adaptability. Instead, it is argued that developing a vision might prove to be instrumental in guiding an adequate educational response. It is acknowledged that relying on a vision might raise some difficulties, but it is maintained that these can be, at least partially, avoided. (shrink)

Brain-imaging technologies have posed the problem of breaching our brain privacy. Until the invention of those technologies, many of us entertained the idea that nothing can threaten our mental privacy, as long as we kept it, for each of us has private access to his or her own mind but no access to any other. Yet, philosophically, the issue of private, mental accessibility appears to be quite unsettled, as there are still many philosophers who reject the idea of private, mental (...) accessibility. I have attempted to refute such rejections and to establish this idea on firmer grounds. My arguments in this paper show that brain imaging allows no access to our mind and that mind privacy is quite different from brain privacy, as the latter can be breached by brain imaging, whereas the former cannot. A reduction of the mind to the body inescapably fails, as there is a categorial difference between mind and body or brain, which is compatible with their inseparability. Brain imaging cannot enable one to “read” the mind or to breach our mental privacy. There is no external access to one’s mind. Each of us has exclusive access to his or her own mind. (shrink)

The commentaries address our view of abstraction, our ontology of abstract entities, and our account of predictive cognition as relying on relatively concrete simulation or relatively abstract theory-based inference. These responses revisit classic questions concerning mental representation and abstraction in the context of current models of predictive cognition. The counter arguments to our article echo: constructivist theories of knowledge, “neat” approaches in artificial intelligence and decision theory, neo-empiricist models of concepts, and externalist views of cognition. We offer several empirical predictions (...) that address points of contention and that highlight the generative potential of our model. (shrink)

From Mendeleev’s time on, the Periodic Table has been an attempt to exhaust all the chemical possibilities of the elements and their interactions, whether these elements are known as actual or are not known yet as such. These latter elements are called “eka-elements” and there are still some of them in the current state of the Table. There is no guarantee that they will be eventually discovered, synthesized, or isolated as actual. As long as the actual existence of eka-elements is (...) predicted, they cannot be considered as actual but only as purely possible. Given that eka-elements are chemical pure possibilities, a possibilist approach, entitled “panenmentalism,” can gain support as well as an important implication. (shrink)

This book argues that the irreducible singularity of each person as a psychical subject implies the privacy of the psychical and that of experience, and yet the private accessibility of each person to his or her mind is compatible with interpersonal communication and understanding. The book treats these major issues against the background of the author's original metaphysics--panenmentalism."--Publisher's website.

This book elaborates the author's original metaphysics, panenmentalism, focusing on novel aspects of the singularity of any person. Among these aspects, integrated in a systematic view, are: love and singularity; private, intersubjective, and public accessibility; multiple personality; freedom of will; akrasia; a way out of the empiricist-rationalist conundrum; the possibility of God; and some major moral questions.

This book discovers areas and themes, especially in philosophical psychology, for novel observations and investigations, the diversity of which is systematically unified within the frame of the author¿s original metaphysics, panenmentalism. The book demonstrates how by means of truthful fictions we may detect meaningful possibilities as well as their necessary relationships that otherwise could not be discovered.

1. At its core, education is characterized by a preoccupation with the future. Despite the notable lack of agreement concerning the aims of education (e.g., social mobility, personal development, w...

This book introduces a new metaphysics which deals with the psycho-physical problem in philosophical psychology, as well as with problems in the scientific standing of psychoanalysis and chaos theory, the feminine psyche, the possibility of cinematic illusion, meaningful madness, and why machines cannot think.

Over the last few decades, the idea that education should function to promote economic progress has played a major role in shaping educational policy. So far, however, philosophers of education have shown relatively little interest in analysing this notion and its implications. The present article critically examines, from a philosophical perspective, the link between education and the currently prevailing understanding of economic progress, which is grounded in human capital theory. A number of familiar philosophical objections to the idea that economic (...) progress is a worthy educational aim are raised, but it is held that many of these objections stem from a partial understanding of economic theory. The article then moves on to investigate the foundations of human capital theory's conception of economic progress. It is argued that there are inherent tensions between the philosophical foundations of the economist's conception of progress and the very essence of education. The article concludes by suggesting that in order to resolve these tensions we should consider grounding the economic theory that guides educational policy-making in an intersubjective or objective conception of welfare. (shrink)

Already in 1863, Jules Verne knew about Caselli's "pantelegraphy," which was what he described as a "photographic telegraphy, invented during the last century by Professor Giovanni Caselli of Florence."1 Following the mistaken belief that facsimile machines could not been invented until well after the nineteenth century, and wrongly assuming that Caselli was a fictional inventor, merely a figment of Verne's most productive fertile imagination (as such imaginative elements characterize his latter writings), some of Verne's readers mistakenly ascribed to him the (...) discovery of the possibility of the fax machine. They thus committed what I will call soon "a reversed actualist fallacy."In challenging actualist mistakes .. (shrink)

Regardless or independent of any actuality or actualization and exempt from spatiotemporal and causal conditions, each individual possibility is pure. Actualism excludes the existence of individual pure possibilities, altogether or at least as existing independently of actual reality. In this paper, I demonstrate, on the grounds of my possibilist metaphysics—panenmentalism—how some of the most fascinating scientific discoveries in chemistry could not have been accomplished without relying on pure possibilities and the ways in which they relate to each other . The (...) discoveries are the following: Dan Shechtman’s discovery of quasicrystals; Linus Pauling’s alpha helix; the discovery of F. Sherwood Rowland and Mario J. Molina concerning the destruction of the atmospheric ozone layer; and Neil Bartlett’s noble gas compounds. On the grounds of the analysis of these cases, actualism must fail, whereas panenmentalism gains support. (shrink)

In discussing cruelty toward human beings, I argue that disregarding the singularity of any human being is necessary for treating her or him cruelly. The cruelty of Peter the Great, relying upon the intolerance of any human singular individuality, serves me as a paradigm-case to illustrate that. The cruelty of Procrustes and that of Stalin rely upon similar grounds. Relating to a person’s singularity is sufficient to prevent cruelty toward that person. In contrast, a liberal state of mind or solidarity (...) is insufficient to prevent cruelty and, under some circumstances, may even cause it. (shrink)

In spite of some panentheistic traits in his philosophy, Spinoza was clearly a pantheist. Spinoza’s God is not personal and not transcendent but immanent, as God is identical to the world or Nature. There are no miracles in nature, and only because of ignorance, mistakes, and errors do we wonder or feel enchantment about it. What is allegedly above reason, is, in fact, much under it, and Nature’s wisdom is entirely immanent. The laws of Nature are the laws of God, (...) and theology and natural science are identical. There is no need of panentheistic traits to know and understand God-Nature-Substance. Nevertheless, the author expresses some doubts concerning this conclusion about Spinoza’s philosophy, a conclusion that he, too, finally endorses. (shrink)

Panenmentalist possibilities are individual pure possibilities existing independently of any mind, actual reality, and possible-world conception. These possibilities are a priori accessible to our intellect and imagination. In this paper, I attempt to shed some panenmentalist light on the discovery of chemical branched chain reactions and its implications on biology and cancer research. I also examine the case of the Belousov–Zhabotinsky reaction which, at first, was believed to be impossible. Finally, I proceed to examine through a panenmentalist lens Szilard’s discovery (...) of the possibility of physical chain reactions and Mullis’s discovery of a polymerase chain reaction. All these major actual discoveries clearly depend on the discovery of the relevant panenmentalist possibilities and the ways in which they relate to one another. (shrink)

Challenging the idea of personal identity, Derek Parfit has argued that persons are replicable and that personal identity does not really matter. In a recent paper Parfit again defends the idea of personal replicability. Challenging this idea in turn, I explain why persons are absolutely not replicable. To prove this I rely on two arguments—the Author Argument and the Love Argument. The irreplicability of persons relies upon the singularity of each person and thus entails that personal identity is irreducible and (...) that it really does matter. (shrink)

This book presents a systemic analysis of Spinoza’s philosophy and challenges the traditional views. It deals with Spinoza’s concepts of substance, truth conditions, attributes, and the first, second, and supreme grades of knowledge. Based upon an analysis of the relevant details in all of Spinoza’s philosophical works, the book reveals many important points, including the following: Spinoza’s system is not, nor is meant to be, a foundational-deductive system but was meant to be a coherent system of a network model. Spinoza’s (...) reality is not made in the image of a mathematical model. Imaginatio, the first grade of knowledge, and ratio, the second grade, are parts or properties of the supreme grade of knowledge, scientia intuitiva, which is their essence. Finite beings, especially humans, are necessary and eternal (unless they are mistakenly perceived by imaginatio) whereas time, place, and death are simply “entities of imagination.” The salvation, happiness, and blessedness that Spinoza’s Ethics offers us, are active and depend only upon us. Concluding a careful examination and interpretation, the book suggests additional novel viewpoints in interpreting Spinoza’s philosophical psychology and political philosophy. (shrink)

This book is a detailed study of how Plato constructs his seminal philosophical dialogue, the Phaedo, as a unique tragedy, a poetic masterpiece whose structure is organic and symmetrical. Plato's mental Odyssey leads to the internal drama of the Phaedo plot. The analysis examines how Plato's literary art overcomes the philosophical problem of the separation of Ideas from sensible things. And it traces literary and philosophical offspring of the mental Odyssey, including Joyce and Proust.

This book presents a philosophy of science, based on panenmentalism: an original modal metaphysics, which is realist about individual pure (non-actual) possibilities and rejects the notion of possible worlds. The book systematically constructs a new and novel way of understanding and explaining scientific progress, discoveries, and creativity. It demonstrates that a metaphysics of individual pure possibilities is indispensable for explaining and understanding mathematics and natural sciences. It examines the nature of individual pure possibilities, actualities, mind-dependent and mind-independent possibilities, as well (...) as mathematical entities. It discusses in detail the singularity of each human being as a psychical possibility. It analyses striking scientific discoveries, and illustrates by means of examples of the usefulness and vitality of individual pure possibilities in the sciences. (shrink)

Considering various arguments in Hume’s Treatise, I reconstruct a Humean argument against personal identity or unity. According to this argument, each distinct perception is separable from the bundle of perceptions to which it belongs and is thus transferable either to the external, material reality or to another psychical reality, another bundle of perceptions. Nevertheless, such transference (Hume’s word!) is entirely illegitimate, otherwise Hume’s argument against causal inference would have failed; furthermore, it violates private, psychical accessibility. I suggest a Humean thought (...) experiment clearly demonstrating that, to the extent that anything within a psychical reality is concerned, no distinction leads to separation or transference and that private, psychical accessibility has to be allowed in the Humean argument for personal identity or unity. Private accessibility and psychical untransferability secure personal identity and unity. Referring to the phenomenon of multiple personality along the lines of the Humean argument for personal identity or unity, I illustrate both private accessibility and a possible notion of one and the same person distinct from his/her alters or psychical parts. Finally, I show why Parfit’s Humean argument against personal identity must fail. (shrink)

The Spinozistic essence is the factor of individuation of a particular or individual thing. Affects or emotions are properties of an essence, which, under the attribute of thought, is an idea, i.e., cognition. Such essence is the human mind, which is the idea of a particular actual body. Since our emotions are properties of our cognitions, whether adequate or not, concerning the state of our body, which reflects nature as a whole in a particular way, I entitle Spinoza’s theory of (...) emotions "cognitivism." In light of Spinoza’s cognitivism, I attempt to explain what is precisely the significance of the intellectual love of God and how cognitive means serves Spinoza’s philosophical psychotherapy or theory of salvation. (edited). (shrink)

I suggest two valid and sound arguments refuting physicalism, whether it is reductive or supervenience physicalism. The first argument is a self-referential one that is not involved with any self-referential inconsistency. The second argument demonstrates that physicalism is inescapably involved with self-referential inconsistency. Both arguments show that arguments and propositions (to be distinguished from sentences) are not physical existents. They are rather mental existents that are not reducible to any physical existent and do not supervene on anything physical. From these (...) two arguments, it clearly follows that any physicalist argument or proposition, as a mental existent, is self-refuting. (AN PHL2326365) Subjects: EXISTENTS; INCONSISTENCY; METAPHYSICS; MIND; PHYSICALISM; SELF-REFERENCE. (shrink)

This article examines how the existence of unpredictability should influence the quest to promote distributive justice in education. First, the article briefly discusses resource allocation in education finance policy and its relationships with existing philosophical theories of distributive justice. It then explains why unpredictability comes into play in education and how this endangers the achievements of distributive justice. It is argued that unpredictability poses a real challenge to enhancing educational justice. Second, the article examines the common policy conception that educational (...) justice can best be promoted by reducing unpredictability through means of increased control. It is maintained that the costs of this solution exceed its benefits. Finally, the article offers alternative routes for dealing with unpredictability in educational resource allocations. It is argued that we have good reasons, both normative and practical, to embrace a new approach for furthering distributive justice in education that takes into account the complexity of the educational system. (shrink)

Since the 1960s, the influence of economic thought on education has been steadily increasing. Taking Jean-Jacques Rousseau's educational thought as a point of departure, Tal Gilead critically inquires into the philosophical foundations of what can be termed the economic approach to education. Gilead's focus in this essay is on happiness and the role that education should play in promoting it. The first two parts of the essay provide an introduction to Rousseau's conception of happiness, followed by an examination of the (...) economic approach to education and the notion of human capital. In the course of this discussion, Gilead shows that increasing happiness is one of the economic approach's major aims. In the third part of the essay, he uses Rousseau's views to interrogate significant aspects of the economic approach to education. He then continues by highlighting some of the educational implications that stem from Rousseau's critique. Gilead maintains that Rousseau's ideas can provide valuable suggestions regarding how education might contribute to the promotion of happiness. The article concludes by proposing that while Rousseau's ideas on the matter should not necessarily be embraced, contemporary policymakers can learn some important lessons from them. (shrink)

Human reason consists of all the patterns of individuation and order, of a priori concepts, principles, ideas and the ideal, as well as interests, needs, imperatives, postulates, and ends, whether embodied in theory, in practice, or in aesthetic judgment. Our reason is not an aggregate but a system. In other words, the unity of all these aspects, parts, and activities of reason is determined a priori and, therefore, necessarily. This multiplicity is subordinated to the unity of the end of reason (...) as a whole. Kant deals with this problem in “The Architectonic of Pure Reason” of the Critique of Pure Reason. Architectonic is the art of systems, a theory about the scientific nature of our knowledge, since there is no science without systematic unity. (shrink)

As early as 1981, about 1 year before Shechtman’s discovery of an actual quasicrystal, Alan L. Mackay discussed, in a seminal paper, the first steps for the expansion of crystallography toward its modern phase. In this phase, new possibilities of structures and order, such as the structures of five-fold symmetry, for crystals have been discovered. Medieval Islamic decorators as well as Albrecht Dürer, Johannes Kepler, Roger Penrose, Mackay himself, and other pioneer crystallographers raised important contributions to the theoretical discovery of (...) crystalline possibilities long before or independently of the discovery of their actual existence. In this paper, I discuss further the philosophical significance of Mackay’s theoretical discovery and his contribution to the expansion of pure geometrical crystallography, biological crystallography, and generalized crystallography. (shrink)

The idea that science teaching in schools should prepare the ground for society's future technical and scientific progress has played an important role in shaping modern education. This idea, however, was not always present. In this article, I examine how this idea first emerged in educational thought. Early in the 17th century, Francis Bacon asserted that the study of nature should serve to improve living conditions for all members of society. Although influential, Bacon's idea was not easily assimilated by educational (...) thinkers who remained committed to the traditional aims of teaching about nature. Yet in the second half of the 18th century a change has occurred; educational thinkers started to embrace Baconian ideas and therefore argued that science teaching should be oriented towards generating future scientific progress. Analysing the work of 18th century French and British educational thinkers, this article links the emergence of this new view to developments in the understanding of natural philosophy and to a rising interest in it. It is argued, however, that in themselves, these developments could not adequately explain why Baconian ideas started to influence educational theory in the time in which they did. It is maintained that the incorporation of Baconian ideas into educational thought resulted from a fundamental theoretical shift in the understanding of the role of education itself. (shrink)

The paper proposes to base the notion of the significance of life on the grounds of the singularity of each person as a psychical subject, i.e. personal singularity. No two persons are alike; each one of us, as a person, is intrinsically different from every other person. This personal singularity has a universal significance, namely, it makes a universal difference, whether or not this difference is distinct and acknowledged. Because morality and the significance of a person's life both rely upon (...) personal singularity, there is an inseparable connection between morality and the significance of a human life. Nevertheless, as relying upon personal singularity, there is no insignificant or meaningless life, for a person's life has a universal significance whatever the actions of that person may be. Immoral actions or behavior do not reflect or express the personal singularity of an agent, whereas moral ones reflect or express this singularity. There is more to personal singularity and the significance of life than morality. As singularity is not subject to any comparison or competition, personal singularity implies that the life of one person is not more significant than the life of any other person. Thus, in my view, the significance of life is strictly egalitarian. (shrink)

Over the last two decades, complexity theory, which is designed to deal with systems of multiple interdependent variables, has been increasingly applied to analyse and shed light on various aspects of education. So far, however, complexity theory has rarely been used, if at all, to examine questions related to educational justice. This article offers a theoretical examination of some possible links between complexity theory and distributive justice in education. It asks how accepting the premise that education is a complex dynamic (...) system should shape the way distributive justice in education is conceptualized and approached. It is argued that complexity theory challenges many assumptions on which the dominant approach for dealing with distributive justice in education rests. The article focuses on three subjects that stem from complexity theory but have implications for dealing with distributive justice in education: system diversity, reductionism, and change. Each of these subjects is examined separately, and some possible contributions of complexity theory to illuminating these subjects in relation to distributive justice in education are discussed. The article ends with a brief illustration of where a complexity-based approach to educational justice leads that focuses on school choice and contrasts it with Brighouse's views on this issue. (shrink)

To date, philosophers of education have shown relatively little interest in analyzing the theoretical basis in which the economics of education is grounded. The main argument of this article is that due to the changing nature of orthodox economic theory’s influence on education, a philosophical examination of its underpinnings is required. It is maintained that as a result of economics imperialism, namely the penetration of economic modes of thinking into new domains, educational philosophers have an essential role to play in (...) examining economic theory. The article briefly discusses this role and provides some examples of how educational philosophers can make a unique contribution to current thinking about the relationship between economics and education. (shrink)

The attempts to justify torture tacitly assume that no person is a singular being. This assumption ignores the ontological and moral status of any human being as a singular subject, whose inner, psychical reality cannot be accessible from without, and whose value as a singular being is universal. Were torturers and those who attempt to justify them right, the categorical difference between objects and persons would be obliterated. Torturers also ignore the absolute moral rights of any person as a singular (...) human being, however atrocious. In light of the principle that any person is a singular human being, I clarify in detail that inflicting torture is absolutely immoral. Torture fails to meet the universal test emerging from the singularity principle. (AN PHL2160254) Subjects: ETHICS; PERSON; SINGULARITY; TERRORISM; TORTURE. (shrink)

By critically interrogating the methodological foundations of orthodox economic theory, Tal Gilead challenges the growing conviction in educational policymaking quarters that, being more scientific than other forms of educational investigation, inquiries grounded in orthodox economics should provide the basis for educational policymaking. He argues that the main methodological problem with accepting orthodox economic theory as a guide to educational policymaking is not, as commonly claimed, its alleged reliance on a materialistic and egoistic conception of human nature, but rather its embracement (...) of a value-free conception of science and the hypothetico-deductive model of prediction. These, Gilead maintains, prevent economics-based investigations from adequately dealing with questions of human agency and ethics, which are central to education. Orthodox economic thinking, he concludes, should not be accorded a dominant role in educational policymaking, but rather should only be viewed as providing one additional source of insight that has limited applicability. (shrink)

Immunologists use psychological and cognitive terms to describe and explain the behavior of our immune system. Do they use them metaphorically or literally? In this paper I show that on the grounds of some psychophysical assumptions, the uniqueness of each person as an individual organism necessarily corresponds to the singularity of each person as a psychological subject. On the basis of these assumptions, immunologists, irrespective of their various conceptual frames, are entitled to ascribe psychological and cognitive traits to our immune (...) system and its behavior. Immunologists are allowed to do so because each immune system of any higher, unique individual organism corresponds to psychological traits, which are ascribable only to persons, each of whom is a singular being. This correspondence is necessarily compatible with the psychophysical unity or inseparability. Furthermore, the psychological or cognitive traits pertain to the immune system require no consciousness. In the case of artificial immune systems, in contrast, the application of psychological or cognitive terms is only metaphorical, for each such system is not unique but it is duplicable or replicable. Only the immune system of unique individual organisms that as psychological subjects are singular beings—i.e. persons—can be subject, literally or non-metaphorically, to psychological and cognitive terms. (shrink)

A growing body of literature focuses on practice as a central aspect of teacher education. Whereas this approach emerged mainly from teacher preparation programs in specific content areas such as math, science, and literacy studies, socially related educational fields have served as a peripheral player alone. Recently, however, scholars have suggested incorporating a practice-based approach to teacher education into the social studies. In this article, we draw on complexity theory to reexamine this proposal, evaluating the connections between teaching practices and (...) democratic citizenship. First, we introduce complexity theory. Second, we offer a critical examination of key publications discussing practice-based teacher education, using the components of complexity theory as an organizing scheme. We then highlight practice-based teacher education’s reductive aspects, leading to an argument that promoting democratic citizenship through civics teacher education should be seen as a complex endeavor where borders are blurred, interactions are nonlinear, and reality changes frequently. Finally, we offer to supplement the practice approach with aspects of teacher education that stem from complexity theory. (shrink)

The time-honored questions concerning the meaning and significance of life should be discussed not only in the light of various philosophical and literary considerations but also from the natural scientific perspectives as human beings are conditioned parts of nature as a whole. Hence, in this paper, I discuss these questions from the perspectives of two major and universal scientific fields, namely, generalized crystallography and quantum mechanics. On the philosophical grounds, the question of the meaning and, especially, the significance of life (...) should be focused on the assumption that each human being is a singular individual whose significance is universal. Such a philosophical approach is compatible with the two above-mentioned natural scientific aspects. (shrink)

This book discusses and analyses the contribution of mind-independent individual literary pure possibilities in exploring and understanding actual reality. The relationship between literary imagination, literary possibilities, and actual reality poses a major philosophical problem in the field of metaphysics of literature. In a detailed analysis of some literary masterpieces (by Proust, Kafka, Tolstoy, Dostoyevsky, Thomas Mann, Virginia Woolf, and William Faulkner), I attempt to demonstrate that actual reality actualizes or “imitates” literary pure possibilities. Hence, such masterpieces should be treated not (...) as romans a clef but, instead, as paradigm-cases on whose basis we grasp and understand actual reality. (shrink)

This paper differs from any previous view in discussing quantum pure possibilities as individuals, existing independently of any observer or mind. These pure possibilities are also absolutely independent of any metaphysical or logical view that endorses the notion of possible worlds. In my view, the relationship between quantum possibilities and classical physical reality is not between reality as such, as it is in itself, and its phenomena. It is rather between fundamental or primary reality, consisting of quantum pure possibilities, on (...) the one hand, and its actualization in what classical physics has discovered so far, on the other. As individual pure possibilities, quantum entities must be, at least ontologically, distinct and different from one another, regardless of the epistemological standing of quantum physics. Hence, quantum metaphysics is committed to the principle of the identity of indiscernibles. Finally, I analyze the two-slit experiment, interference, and entanglement in the light of my approach. (shrink)

Following the rise of virtue and character education, educational philosophers have recently given much attention to questions relating to virtue and the good. This, however, has not been paralleled by a similar interest in vice and evil, which, in this context, are examined only rarely. In this article, I use the work of the American philosopher John Kekes as a backdrop for discussing the role coping with vice and evil should play in virtue and character education. I show how Kekes’ (...) assumptions that people have natural inclinations towards both virtue and vice and that evil and vice are an inevitable part of human existence lead to the idea that character education should explicitly discuss not only the virtues but also the vices, that it should promote self-control and that it should bring people to recognize that they have mixed moral inclinations. I then argue that even if we reject Kekes’ key assumptions, embracing these three ideas that attempt to provide means to counter the vices might still have marked benefits for character education. The article concludes by suggesting that while the ideas that stem from Kekes’ approach should not necessarily be embraced, the themes that they raise call for greater consideration and further analysis. (shrink)

In recent decades education is increasingly perceived as an instrument for generating economic growth and enhancing production. Unexpectedly, however, many prominent economists, throughout history, have rejected this view of education. This article examines the grounds on which Tibor Scitovsky, who was one of the leading economists of twentieth century America, objected to the spread of production oriented education. The article begins by an historical overview of the relationship between economic and educational theory. It then explains why Scitovsky held the economic (...) growth achieved in the 20th necessitates an educational reform and presents the outline of this proposed educational reform. It is argued that by distinguishing between creative and defensive forms of consumption and by highlighting the inherent tension between comfort and pleasure, Scitovsky offers an innovative and challenging conception of the desired relationship between economics and education that can serve as an alternative to the one that prevails today and amend its many fallacies. The paper concludes by briefly exploring some of the educational implications that stem from Scitovsky’s thought. It is maintained that Scitovsky’s views provides an original defense for teaching the arts and humanities and a suggestive perspective on consumer education and teaching of high culture. (shrink)

According to Lee and Schwarz, the sensorimotor experience of cleansing involves separating one physical entity from another and grounds mental separation of one psychological entity from another. We propose that cleansing effects may result from symbolic cognition. Instead of viewing abstract meanings as emerging from concrete physical acts of cleansing, this physical act may be appended with pre-existing, symbolic meaning.