Study of Vaiśeṣika philosophy with special reference to Vaiśeṣikadaśapadārthaśāstra.

Man is the measure of all things: of things that are, that they are; of things that are not, that they are not. In “The Age of the World Picture” Heidegger writes that the “essence of the modern age can be seen in the fact that man frees himself from the bonds of the Middle Ages in freeing himself to himself.”1 He goes on to explain that “What is decisive is not that man frees himself to himself from previous obligations, (...) but that the very essence of man itself changes in that man becomes subject.”2 According to Heidegger, when “man” becomes subject, for the first time is there any such thing as a “position” of man. Man makes depend upon himself the way in which he must take his stand in... (shrink)

Previous work suggests that Asians allocate more attention to configuration information than Caucasian Americans do. Yet this cultural variation has been found only with stimuli such as natural scenes and objects that require both feature- and configuration-based processing. Here, we show that the cultural variation also exists in face perception—a domain that is typically viewed as configural in nature. When asked to identify a prototypic face for a set of disparate exemplars, Japanese were more likely than Caucasian Americans to use (...) overall resemblance rather than feature matching. Moreover, in a speeded identity-matching task, Japanese were more accurate than Americans in identifying the spatial configuration of features (e.g., eyes). Together, these findings underscore the robustness of culture’s influences on cognition. (shrink)

Let T be an $\omega_{1}-Souslin$ tree. We show the property of forcing notions; "is $\lbrace\omega_{1}\rbrace-semi-proper$ and preserves T" is preserved by a new kind of revised countable support iteration of arbitrary length. As an application we have a forcing axiom which is compatible with the existence of an $\omega_{1}-Souslin$ tree for preorders as wide as possible.

To explain why students learn effectively by teaching, explaining to others in particular, Koh and colleagues advanced the retrieval practice hypothesis, which attributes the learning benefits entirely to the effect of practicing retrieval, that is, effortfully recalling to-be-taught information for the provision of instructional explanations. After delineating the rationale behind the retrieval practice hypothesis, the current situation of research, and the limitations of the existing approach, this paper proposes three tests for the evaluation of the hypothesis that address whether explaining (...) to others after initial studying surpasses restudying in learning performance, whether the amount of effort to retrieve to-be-taught information from memory moderates the learning effects of explaining to others, and whether the degree of elaboration during retrieval practice positively predicts the outcomes of learning by merely recalling to-be-taught information. Evidence is examined regarding whether each test is passed, and future directions for research on the retrieval practice hypothesis are discussed. (shrink)

We show that a coding principle introduced by J. Moore with respect to all ladder systems is equiconsistent with the existence of a strongly inaccessible cardinal. We also show that a coding principle introduced by S. Todorcevic has consistency strength at least of a strongly inaccessible cardinal.

人間は「生」を得た瞬間から「死」という「滅び」に向かって生きている。そうであるからこそ「生」を尊ぶという考え方が日本の美をつくってきた。日本の美意識の基層をなし、自然に美を見いだした「優美」。演技を七 分にとどめ、完全に演じ切らないことを説いた世阿弥の「幽玄」。慢心する秀吉を戒め、侘びることを説いた利休の「侘び」。旅の途中で寂びつくして命つきることを願った芭蕉の「さび」。西欧文化の影響が背景にある「 きれい」。そして、二一世紀に世界を席巻する「かわいい」とは―。日本の美の潮流を俯瞰し、心のふるさとに耳をすます。.

はたして科学は万能なのか。19世紀以来の「科学主義」は、現在なお「自然主義」の衣を纏って生き続けている。本書は「科学主義」と「反科学主義」をともに退け、科学を自然というテクストを解読する解釈学的営みと して捉え直す。ハンソンとクーンの「新科学哲学」、クワインの「知識の全体論」、ウィトゲンシュタインの「アスペクト論」を手がかりに、科学哲学に「科学的理性批判」という本来の哲学的課題を担わせることを目指す 。ここに新たに論文3篇を加え、サイエンス・ウォーズや実在論/反実在論など、現代の哲学状況と切り結ぶスリリングな論考。.

古代・中世のアリストテレス的自然観を克服し、信仰や迷信から独立することで17世紀に近代「科学」は誕生した。しかしパラダイム転換はくり返され、20世紀には科学技術に伴うリスクも叫ばれるようになる。科学哲 学の第一人者がこうした決定的な転換点に光をあてながら、知の歴史のダイナミズムへと誘う。科学神話が揺らぐ今だからこそもう一度深く掘り下げる、入門書の決定版。.

In this study, we discuss the psychological acceptability of an utterance strategy used by the Driving Support Agent. Previous literature regarding DSA suggests that the adoption of a small robot as a form will increase acceptability. However, the agent’s utterance has been reported as a problem faced by the user. Therefore, in this study, we designed the agent’s utterance using politeness strategy as described by Brown and Levinson’s famous sociolinguistics and pragmatics theory and analyzed its acceptability through a participant-based experiment. (...) In this experiment, we used positive and negative politeness strategies. In general, PPS is utilized to reflect the desire to be liked/recognized by others, whereas NPS is utilized to reflect the need for not wanting to be disturbed by others. Based on our results, PPS was rated high compared to NPS. Therefore, many participants highly evaluated PPS. However, there was a group of participants who appreciated NPS. There were also participants who evaluated the two strategies equally. The number of participants in these three groups was observed at 4:1:1. This result contributes as an index on the utterance design of the DSA. (shrink)

It has been suggested that preparing to teach and teaching are conditionally effective in enhancing one’s own learning. This paper focuses on interactivity—the level of teacher-student interaction in expected or actual teaching—as the potential key to understanding and controlling the variability in the effectiveness of learning by preparing to teach and teaching. By summarizing and reanalyzing the results of previous studies, I suggest that the learning benefits of studying with the expectation of direct teaching (i.e., teaching a student face-to-face) are (...) greater than those of studying with the expectation of indirect teaching (i.e., teaching a student indirectly by creating a lecture video, providing written explanations, or using other means) and that learning by direct teaching surpasses learning by explaining to oneself or indirect teaching at least after preparing to do so. Next, three candidate explanations for the impact of interactivity are discussed: the advantages of asking and answering questions, obtaining additional information about and from one’s student, and enhancing one’s motivation to process learning material deeply while preparing to teach and teaching. Finally, I conclude with the remaining questions and directions for future research. (shrink)

The question of the existence of cultural universals immediately leads us to the problem of intercultural communication and of so-called incommensurability. Over the last few decades, these topics have been the subject of controversy in the philosophy of science, and the stock of universalism has been falling as a result of the rise of Kuhn’s paradigm theory and Quine’s thesis of the indeterminacy of translation. Nowadays cultural pluralism or relativism is rather dominant among philosophers and has begun to appear plausible, (...) too, from an anthropological or sociological point of view. But philosophically, as is well known, relativism harbors many difficulties and paradoxes. As philosophers, therefore, we cannot accept imprudent relativism just as it is. (shrink)

For public health professionals, traumatic brain injury and its possible protracted repercussions are a significant source of worry. In opposed to patient neurorehabilitation with developed brain abnormalities of different etiologies, neurorehabilitation of affected persons has several distinct features. The clinical repercussions of the various types of TBI injuries will be discussed in detail in this paper. During severe TBI, the medical course frequently follows a familiar first sequence of coma, accompanied by disordered awareness, followed by agitation and forgetfulness, followed by (...) return of function. Clinicians must be aware of common medical issues that might occur throughout the various stages of neurorehabilitation, for example, posttraumatic hydrocephalus, paroxysmal sympathetic hyperactivity and posttraumatic neuroendocrine disorders, at each step of the process. Furthermore, we address problems about the scheduling of various rehabilitation programs as well as the availability of current data for comprehensive rehabilitative neuropsychology techniques. (shrink)

The $$\varepsilon $$ -elimination method of Hilbert’s $$\varepsilon $$ -calculus yields the up-to-date most direct algorithm for computing the Herbrand disjunction of an extensional formula. A central advantage is that the upper bound on the Herbrand complexity obtained is independent of the propositional structure of the proof. Prior (modern) work on Hilbert’s $$\varepsilon $$ -calculus focused mainly on the pure calculus, without equality. We clarify that this independence also holds for first-order logic with equality. Further, we provide upper bounds analyses (...) of the extended first $$\varepsilon $$ -theorem, even if the formalisation incorporates so-called $$\varepsilon $$ -equality axioms. (shrink)

The March 11, 2011, Great East Japan Earthquake caused extensive damage to the Tōhoku district of Japan and gave rise to many arguments concerning the meaning of “disaster” as well as the road to recovery. In particular, the severe accident of the Fukushima-Daiichi nuclear power plant reminded us of the overconfidence of science and technology. In this article, I will discuss concepts such as “disaster of civilization,” “impermanence,” “betweenness,” and the double structure of the Japanese view of nature.

Many educators today think that the school's lessons and activities do not stimulate or engage students' imaginations. In order to alleviate this problem, they tend to use images in conjunction with, or sometimes rather than, words; they employ so-called imaginative or creative activities rather than chalk and talk. However, these principles and methods are based on somewhat misguided or trivial understanding of the importance of imagination in students' lives. Dewey's understanding of the relevance of imagination gives us a useful perspective (...) to better understand where imaginative engagement becomes crucial in education. (shrink)

The ability of the mind to conceptualize what is not present is essential. It allows us to reason counterfactually about what might have happened had events unfolded differently or had another course of action been taken. It allows us to think about what might happen – to perform 'Gedankenexperimente' (thought experiments) – before we act. However, the cognitive and neural mechanisms mediating this ability are poorly understood. We suggest that the frontopolar cortex (FPC) keeps track of and evaluates alternative choices (...) (what we might have done), whereas the anterior lateral prefrontal cortex (alPFC) compares simulations of possible future scenarios (what we might do) and evaluates their reward values. Together, these brain regions support the construction of suppositional scenarios. (shrink)

Moore introduced the Mapping Reflection Principle and proved that the Bounded Proper Forcing Axiom implies that the size of the continuum is ℵ2\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\aleph _2$$\end{document}. The Mapping Reflection Principle follows from the Proper Forcing Axiom. To show this, Moore utilized forcing notions whose conditions are countable objects. Chodounský–Zapletal introduced the Y-Proper Forcing Axiom that is a weak fragments of the Proper Forcing Axiom but implies some important conclusions from the Proper Forcing Axiom, (...) for example, the P-ideal Dichotomy. In this article, it is proved that the Y-Proper Forcing Axiom implies the Mapping Reflection Principle by introducing forcing notions whose conditions are finite objects. (shrink)

『哲学探究』以後、最晩期に独立した地位を与える。ウィトゲンシュタインの知識の哲学。.