Patient support tools have drawn on a variety of disciplines, including psychotherapy, social psychology, and social care. One discipline that has not so far been used to support patients is philosophy. This paper proposes that a particular philosophical approach, phenomenology, could prove useful for patients, giving them tools to reflect on and expand their understanding of their illness. I present a framework for a resource that could help patients to philosophically examine their illness, its impact on their life, and its (...) meaning. I explain the need for such a resource, provide philosophical grounding for it, and outline the epistemic and existential gains philosophy offers. Illness often begins as an intrusion on one’s life but with time becomes a way of being. I argue that this transition impacts on core human features such as the experience of space and time, human abilities, and adaptability. It therefore requires philosophical analysis and response. The paper uses ideas from Husserl and Merleau-Ponty to present such a response in the form of a phenomenological toolkit for patients. The toolkit includes viewing illness as a form of phenomenological reduction, thematizing illness, and examining illness as altering the ill person’s being in the world. I suggest that this toolkit could be offered to patients as a workshop, using phenomenological concepts, texts, and film clips to reflect on illness. I conclude by arguing that examining illness as a limit case of embodied existence deepens our understanding of phenomenology. (shrink)

INTRODUCTION TO ASPECTS OF FACE PROCESSING: TEN QUESTIONS IN NEED OF ANSWERS. HD Ellis 1. INTRODUCTION These proceedings of the first international ...

In this concise book based on his Arne Ryde Lectures in 2002, Young suggests a conceptual framework for studying strategic learning and highlights theoretical developments in the area. He discusses the interactive learning problem; reinforcement and regret; equilibrium; conditional no-regret learning; prediction, postdiction, and calibration; fictitious play and its variants; Bayesian learning; and hypothesis testing. Young's framework emphasizes the amount of information required to implement different types of learning rules, criteria for evaluating their performance, and alternative notions of equilibrium to (...) which they converge. He also stresses the limits of what can be achieved: for a given type of game and a given amount of information, there may exist no learning procedure that satisfies certain reasonable criteria of performance and convergence. In short, Young has provided a valuable primer that delineates what we know, what we would like to know, and the limits of what we can know, when we try to learn about a system that is composed of other learners. (shrink)

Cheating is a serious issue among business students worldwide. However, research investigating the social factors that may help prevent cheating in Chinese higher education is rare. The present study examined two key social relationship factors of perceived teacher-student relationships and peer relationships by the students. It attempted to build a model which addressed the effects of two variables on Chinese business students’ cheating behaviour: the teacher’s approachability and the relationship goal of the students. Two important social influence factors were also (...) tested as mediators: neutralizing attitudes and perceived cheating norms of the students. A student survey was conducted with 1329 questionnaires collected. The results showed the negative effects of both social relationship variables on cheating, and that their effects were fully mediated by neutralizing attitudes. Moreover, perceived cheating norms fully mediated the effect of the teacher’s approachability, but not so for the relationship goal of the students. This study provided novel insights and recommendations for promoting academic integrity in Chinese business schools and universities. (shrink)

Ṣadr al-Dīn Shīrāzī, Muḥammad ibn Ibrāhīm, -1641--Criticism and interpretation. ; Islamic philosophy.

Humans are neophile, curious, and explorative animals with impressive capabilities for creative problem-solving. I discuss some of the ultimate roots behind human creativity while reviewing two books on creativity and problem-solving. To E. O. Wilson, the driv­ing force behind creativity is our instinctive love of novelty, and creativity’s ultimate goal is “self-understanding.” I elaborate on and question this assumption. The theories of inclu­sive fitness and group selection are discussed, with Wilson in favor of the latter. Finally, the theory of gene-culture (...) coevolution is introduced as fundamental to the unity of science and the humanities and to closing the gap between these two cultures. Eagleman and Brandt’s volume is more of an entertaining history of design and human inventiveness than a study in creativity as such. We hear about the three main operations of creative process: bending, blending, and breaking, and these operations are the primary means by which all ideas evolve, according to the authors. (shrink)

How do people decide what category an artifact belongs to? Previous studies have suggested that adults and, to some degree, children, categorize artifacts in accordance with the design stance, a categorization system which privileges the designer’s original intent in making categorization judgments. However, these studies have all been conducted in Western, technologically advanced societies, where artifacts are mass produced. In this study, we examined intuitions about artifact categorization among the Shuar, a hunter-horticulturalist society in the Amazon region of Ecuador. We (...) used a forced-choice method similar to previous studies, but unlike these studies, our scenarios involved artifacts that would be familiar to the Shuar. We also incorporated a community condition to examine the possible effect of community consensus on how artifacts are categorized. The same scenarios were presented to university student participants in the UK. Across populations and conditions, participants tended to categorize artifacts in terms of a creator’s intent as opposed to a differing current use. This lends support to the view that the design stance may be a universal feature of human cognition. However, we conclude with some thoughts on the limitations of the present method for studying artifact concepts. (shrink)

First published in 1962, Freedom and History expresses a deep concern about freedom and the way it is imperilled by misunderstandings. Professor Lewis examines works of T.H. Green and compares Green with Locke and Rousseau.

Is Utilitarianism Bad for Women? Philosophers and policy-makers concerned with the ethics, economics, and politics of development argue that the phenomenon of ‘adaptive preference’ makes preference-utilitarian measures of well-being untenable. Poor women in the Global South, they suggest, adapt to deprivation and oppression and may come to prefer states of affairs that are not conducive to flourishing. This critique, however, assumes a questionable understanding of preference utilitarianism and, more fundamentally, of the concept of preference that figures in such accounts. If (...) well-being is understood as preference-satisfaction it is easy to see why poor women in the Global South are badly off: even if they do not desire more favorable conditions they nevertheless prefer them, and that preference is not satisfied. Preferentism provides a rationale for improving economic conditions and dismantling the unjust institutions that prevent them from climbing higher on their preference-rankings. Utilitarianism, therefore, insofar as utility is understood as preference satisfaction, is good for women. (shrink)

Philosophical Investigations, EarlyView.

Recent studies show that the current punitive approach to bullying, in the form of zero-tolerance policies, is ineffective in reducing bullying and school violence. Despite this significant finding, anti-bullying legislation is increasing. The authors argue that these policies are not only ineffective but that they are also unjust, harmful, and stigmatizing. They advocate a broader integrative approach to bullying programs that includes both victims and bullies.

Study of Islamic philosophy of Yaḥyá ibn Ḥabash Suhrawardī, 1152 or 1153-1191.

Although recent cognitive science and traditional phenomenology has placed great importance on first-person descriptions, exactly what this entails goes undefined. I will seek to answer what's involved in phenomenological description, with reference to Husserl. I define phenomenological description according to its genus and differentia. I compare description in the natural sciences with description in phenomenology. I discuss how the basic particulars for Husserlian phenomenological description stem from the intentional relation -- particularly the distinction between noesis and noema. I discuss the (...) pivotal role of reflection in phenomenological description. I further argue that a phenomenological description is more than a statement which utilizes the 'I-[verb]' template. The final section analyses the difficulties inherent in describing intersubjectivity and argues these difficulties may have influenced Husserl's early, descriptive account of this topic. (shrink)

Popper’s view of scientific activity appears to take its social and communitarian features largely for granted. Rather than making this inter-subjectivity the basic problematic in his work, he wanted to move beyond language without, however, foreclosing the possibility that communication may often be a source of confusion in research and related scientific activity. Popper feared that the study of science, no less than scientific activity itself, may be led astray by an overly reflexive approach and focus. There are aspects of (...) his views on this matter which bear a considerable resemblance to Bacon, even though Popper is clearly a Cartesian deductivist rather than a Baconian inductivist, for reasons that become apparent in The Logic of Scientific Discovery. According to Popper, no such practice or method of discovery exists, either in science or anywhere else. (shrink)

In 'Een handvol filosofen' staan de filosofen centraal die sinds de oprichting van de Vrije Universiteit in 1880 aan deze instelling verbonden zijn geweest. Het gaat hierbij niet alleen om de inhoud van hun werk, maar ook om de personen zelf. Er waren filosofiedocenten die zich met de universiteit identificeerden en zich volledig konden ontplooien. Er waren er echter ook voor wie dit niet gold, die geïsoleerd of in gewetensnood raakten. Veel filosofiestudenten waren actief betrokken bij wat er in hun (...) faculteit gebeurde. Zij namen initiatieven, protesteerden soms tegen de gang van zaken en kozen partij in conflictsituaties. Sinds het eind van de jaren zestig van de twintigste eeuw verloor de Vrije Universiteit geleidelijk haar christelijk karakter. Tegenwoordig werken alle stafleden vanuit hun eigen motivatie mee aan een hoofdzakelijk seculier geworden universiteit, die ruimte biedt voor religieuze en levensbeschouwelijke diversiteit. (shrink)

The Einstein equations can be written as Fierz-Pauli equations with self-interaction, $W\gamma _{ik} = - G_{ik} + \tfrac{1}{2}g_{ik} g^{mn} G_{mn} - k(T_{ik} - \tfrac{1}{2}g_{ik} g^{mn} T_{mn} )$ together with the covariant Hilbert-gauge condition, $(\gamma _i^h - \tfrac{1}{2}\delta _i^k g^{mn} \gamma _{mn} )_{;k} = 0$ where W denotes the covariant wave operator and G ik the Einstein tensor of the metric g ik collecting all nonlinear terms of Einstein's equations. As is known, there do not, however, exist plane-wave solutions γ ik(z)with (...) g ik Z,i Z,k=0of these equations such that what is essential to the introduction of gravitons is not satisfied in general relativity. This nonexistence corresponds with the uncertainty relation,Δp(Δg*)2(Δx)3≥h hG/ c 3 concerning the total nonlinear gravitational field g *ik =g k +γ k. (shrink)