Humans are fundamentally social and tend to create emergent organizations when interacting with each other; from dyads to families, small groups, large groups, societies and civilizations. The study of the neuronal substrate of human social behavior is currently gaining momentum in the young field of social neuroscience. Hyperscanning is a neuroimaging technique by which we can study two or more brain simultaneously while participants interact with each other. The aim of this article is to discuss several factors that we deem (...) important in designing hyperscanning experiments. We first review hyperscanning studies performed by means of electroencephalography (EEG) that have been relying on a continuous interaction paradigm. Then, we provide arguments for favoring ecological paradigms, for studying the emotional component of social interactions and for performing longitudinal studies, the last two aspects being largely neglected so far in the hyperscanning literature despite their paramount importance in social sciences. Based on these premises we argue that music performance is a suitable experimental setting for hyperscanning and that for such studies EEG is an appropriate choice as neuroimaging modality. (shrink)

The doctrine of double effect has a firm, respected position within Roman Catholic medical ethics. Neil M. Gorsuch, a judge on the U.S. Court of Appeals for the Tenth Circuit, believes that this doctrine also enjoys a central place within U.S. law. This essay examines and assesses Gorsuch’s thesis. National Catholic Bioethics Quarterly 11.1 (Spring 2011): 31–40.

Whelan, Michael 'Travel light!' This is good advice for anyone going overseas. And it is not bad advice for each time you get out of bed and turn up for the new day. 'Travel light!' People who cling to what they should have let go years ago are like people who travel overseas with stuff they should have left at home - they are encumbered, burdened and weighed down. And that sense of weight is what they project into their (...) environment and those who have the misfortune to travel with them. (shrink)

For decades, aesthetics has been subjected to a variety of critiques, often concerning its treatment of beauty or the autonomy of art. Collectively, these complaints have generated an anti-aesthetic stance prevalent in the contemporary art world. Yet if we examine the motivations for these critiques, Michael Kelly argues, we find theorists and artists hungering for a new kind of aesthetics, one better calibrated to contemporary art and its moral and political demands. Following an analysis of the work of Stanley (...) Cavell, Arthur Danto, Umberto Eco, Susan Sontag, and other philosophers of the 1960s who made aesthetics more responsive to contemporary art, Kelly considers Sontag's aesthetics in greater detail. In _On Photography_ (1977), she argues that a photograph of a person who is suffering only aestheticizes the suffering for the viewer's pleasure, yet she insists in _Regarding the Pain of Others_ (2003) that such a photograph can have a sustainable moral-political effect precisely because of its aesthetics. Kelly considers this dramatic change to be symptomatic of a cultural shift in our understanding of aesthetics, ethics, and politics. He discusses these issues in connection with Gerhard Richter's and Doris Salcedo's art, chosen because it is often identified with the anti-aesthetic, even though it is clearly aesthetic. Focusing first on Richter's Baader-Meinhof series, Kelly concludes with Salcedo's enactments of suffering caused by social injustice. Throughout _A Hunger for Aesthetics_, he reveals the place of critique in contemporary art, which, if we understand aesthetics as critique, confirms that it is integral to art. Meeting the demand for aesthetics voiced by many who participate in art, Kelly advocates for a critical aesthetics that confirms the limitless power of art. (shrink)

Radical ecology typically brings to mind media images of ecological activists standing before loggers' saws, staging anti-nuclear marches, and confronting polluters on the high seas. Yet for more than twenty years, the activities of organizations such as the Greens and Earth First! have been influenced by a diverse, less-publicized group of radical ecological philosophers. It is their work—the philosophical underpinnings of the radical ecological movement—that is the subject of _Contesting Earth's Future_. The book offers a much-needed, balanced appraisal of radical (...) ecology's principles, goals, and limitations. Michael Zimmerman critically examines the movement's three major branches—deep ecology, social ecology, and ecofeminism. He also situates radical ecology within the complex cultural and political terrain of the late twentieth century, showing its relation to Martin Heidegger's anti-technological thought, 1960s counterculturalism, and contemporary theories of poststructuralism and postmodernity. An early and influential ecological thinker, Zimmerman is uniquely qualified to provide a broad overview of radical environmentalism and delineate its various schools of thought. He clearly describes their defining arguments and internecine disputes, among them the charge that deep ecology is an anti-modern, proto-fascist ideology. Reflecting both the movement's promise and its dangers, this book is essential reading for all those concerned with the worldwide ecological crisis. (shrink)

Let K be a finite set of finite structures. We give a syntactic characterization of the property: every element of K is injective in ISP(K). We use this result to establish that A is injective in ISP(A) for every two-element algebra A.

Auch der Philosoph Michael Pauen, Professor an der Humboldt-Universität zu Berlin und Sprecher der Berlin School of Mind and Brain betont die menschliche Verantwortung für virtuelles Handeln. Sein Credo: Statt uns Angst vor Algorithmen einjagen zu lassen, sollten wir erkennen, dass hinter den Computern letztlich immer Menschen stehen. Wenn die Digitalisierung unsere Autonomie einschränkt, statt neue Freiheitsspielräume zu eröffnen, dann liegt dies also lediglich an unserem Umgang mit Computern. Pauen entlarvt allerdings auch die sozialen Dynamiken, die Autonomie erschweren.

The contribution deals with the sources of Kant's criticism of the historical knowledge of philosophy. This criticism is an important motif in Kant's thought. Its contents are directed against Wolffianism. Nevertheless it was Christian Wolff who gave Kant the concept of the historical knowledge of philosophy. This concept is of great importance for Wolff, too. It can be traced back to the fight against Aristotelian scholastic philosophy. The reading of the traditional handbooks was criticized early, and the individual's own meditation (...) was challenged. Wolff formulated these intentions in his term: the historical knowledge of philosophy. Christian Thomasius and his followers, on the other hand, continued to criticize learning with the help of the memory, and they demanded the individual's own meditation. From this the slogan 'Selbstdenken' originated. Because of the opposition between the Wolffians and their opponents, for a long time 'self-thinking' and 'historical knowledge of philosophy' were treated side by side and independently of each other. Kant was the first to connect them definitively. He acknowledges the clarity of Wolff's terminology, but fills it up with the old content. (shrink)

Chapter One distinguishes the early, individualistic, writings from the later, more socially conscious ones. The metaphysical language of impermeable surfaces and levels, and rigid hierarchies, is consonant in James's writing with the assumption of what Dewey calls an individual/society split. ;Chapter Two focuses upon the relational self from the Principles of Psychology. The central pair of terms is that of strength/fragility, in which a self is revealed that is both functionally efficacious through activities of emphasis, selection, and negation, and permeable (...) to context. ;Chapter Three discusses the "social organism" and the "intellectual republic" from The Will to Believe and Other Essays in Popular Philosophy. James uses more socially conscious metaphors, and discusses the public and the private; "inner" and "outer" tolerance; and the "personal contribution," "X," which must be added to the "world," "M." ;Chapter Four discusses the "nucleus" of relations from Essays in Radical Empiricism. The personal aspect of social experience falls within the realm of "co-conscious relations" and the public falls within the sphere of the "conterminous." The strong side of the self, from Chapter Two; the private, or personal; inner tolerance; and the personal contribution, "X," from Chapter Three, belong to the sphere of co-conscious relations, as discussed in Chapter Four, just as the fragile side, the public; outer tolerance; and the world, "M," all belong to the sphere of conterminous relations. ;Chapter Five discusses the metaphor of Papini's corridor from Pragmatism. The adjoining rooms can be seen to symbolize the sphere of co-conscious relations, and the corridor of conterminous ones. The metaphysics of background and foreground points to an instrumentalist interpretation of the self, which represents a complete departure from James's early individualism. (shrink)

In this volume, prominent political theorist Michael Zuckert presents an important and pathbreaking set of meditations on the thought of John Locke. In more than a dozen provocative essays, many appearing in print for the first time, Zuckert explores the complexity of Locke's engagement with his philosophical and theological predecessors, his profound influence on later liberal thinkers, and his amazing success in transforming the political understanding of the Anglo-American world. At the same time, he also demonstrates Locke's continuing relevance (...) in current debates involving such prominent thinkers as Rawls and MacIntyre. Zuckert's careful reconsideration of Locke's role as "launcher" of liberalism involves a sustained engagement with the hermeneutical issues surrounding Locke, an innovator who faced special rhetorical needs in addressing his contemporaries and the future. It also involves highlighting the novelty of Locke's position by examining his stance toward the philosophical and religious traditions in place when he wrote. Zuckert argues that neither of the dominant ways of understanding Locke's relations to his predecessors and contemporaries is adequate; he is not well seen as a follower of any orthodoxy nor of any anti-orthodoxy of his day, either philosophical or theological. He found a path to innovation that was philosophically radical but which was also able to connect with prevailing and accepted traditions. That allowed him to exercise a practical influence in history rarely, if ever, matched by any other philosopher. Zuckert illustrates that influence by showing how William Blackstone used Lockean philosophy to reshape the common law and how the Americans of the eighteenth century used Lockean philosophy to reshape Whig political thought. Zuckert argues that Locke's philosophy has continuing philosophic and political force, a proposition he demonstrates by arguing that Locke presents a form of political philosophy superior to that of the liberal theorists of our day and that he has solid rejoinders to contemporary critics of liberalism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 27.2 (2003) 284-303 [Access article in PDF] Accidental Art:Tolstoy's Poetics of Unintentionality Michael A. Denner I ART'S ABILITY TO INFECT another with an emotion, the concept that has come to be probably the most readily identified catchphrase in What Is Art? (though it crops up in his earlier writings on art), derives from L. N. Tolstoy's dynamic identity claim about art: we know an artist (...) has created a genuine work of art when he "hands on to others feelings he has lived through, and that others are infected by these feelings and also experience them." 1 "What is art?" is then a taxonomical question, and, according to Tolstoy, art is identifiable from non-art not by some set of external characteristics—the way, say, Aristotle categorized animals in his natural history—rather art is recognizable by its function, by what it does. In this sense art is like a tool: A given thing is art because it performs a certain task, much as one might claim a screwdriver is anything that sets and removes screws, regardless of its external characteristics. Tolstoy, in fact, repeatedly refers to art as "orudie," "a tool," or even "a weapon."It is worth noting from the outset that this metaphor of contagiousness is one of sublimated violence. For its passive "perceiver" (Tolstoy's characteristic term for the consumer of art), art amounts to irresistible, surreptitious emotional manipulation by an external entity. Tolstoy is ever attentive to the underlying meanings of the words he chooses, and I think he means to emphasize the latent, etymological meaning of the zarazit', to infect, the root of which is razit', to strike, a military term that likely resonated with Tolstoy, a war veteran. 2 Etymological arguments aside, Tolstoy makes explicit the psychological violation that goes hand-in-hand [End Page 284] with the experience of a work of art in a diary entry from a period of work on an earlier variant of What Is Art?: "One must hone the artistic work so that it penetrates. To hone a work means to make it perfect artistically, in which case it will pierce through the indifference...." 3 In an earlier version of the essay, Tolstoy offers "hypnotism" as a synonym for infection (p. 53).With its ability to "penetrate" through indifference and colonize, willy-nilly, the other, art accomplishes directly and immediately what no amount of rational argument could accomplish: "Art is differentiated from the activity of rational activity, which demands preparation and a certain sequence of knowledge (so that one cannot learn trigonometry before knowing geometry), by the fact that it acts on people independently of their state of development and education, that the charm of a picture, of sounds, or of forms, infects any man whatever his plane of development" (p. 178).The effect of art does not depend on some graduated, sequential process as it does for rational activity: art's infectiousness is immediate and irresistible. According to What Is Art?, the summum bonum of art's infectiousness, its best use, but notably not its only, is bringing about the Kingdom of God by effecting a change in the psychology of all the individuals who experience it. "Religious art," Tolstoy's supreme category of art, surmounts the (ultimately illusory for Tolstoy) individuality of the perceiver by inducing in him or her an emotional union with the artist and all others who have experienced the work of art, thereby inducting all perceivers into the universal collective of humankind: "In this freeing of our personality from its separation from other people, from its isolation, in this uniting of personality with others, lies the chief characteristic and the great attractive force of art" (p. 228). Art is a sacrament and the artist a priest of sorts.It is often said, even by those who have read the work, that Tolstoy "rejected" art in the last decades of his life, and What Is Art? is often cited as evidence. Granted, much of the book excoriates much of the art of the ages, but one must not... (shrink)

This essay examines Tocqueville's interest in statistics, and how it informed his analysis of democracy. It explores his early engagement with the discipline and shows how this proved critical to his and Beaumont's 1833 study of the American penitentiary system. It shows that Tocqueville's interest in statistics was long lasting. And it pays particular attention to his links with the British Association for the Advancement of Science, examining his attendance at the statistical section meetings of the BAAS conference in Dublin (...) in 1835. It shows how material presented at this conference appeared in a number of Tocqueville's works. The essay argues against the thesis that Tocqueville resisted the primacy of the social. Rather, it shows that his interest in statistics underscored the importance he attached to the social in his analysis of modern democracy. (shrink)

ArgumentWhat kind of mathematical research activities took place in prisoner of war camps in Germany during the Second World War? And can one inspect such activities in order to re-examine, on the one hand, Herbert Mehrtens’ analysis of the modernism/counter-modernism divide of early twentieth-century mathematics, and on the other, his research on the instrumentalization of mathematics during the war? Closely examining the work carried out in the field of algebraic geometry by the French mathematician Bernard d’Orgeval, who was held in (...) three of such camps between 1940 and 1945, the paper aims not only to unfold this unique episode in the history of mathematics, presenting it as an ephemeral configuration, but also to show the limitations of Mehrtens’ approach and the narrative of modern and counter-modern mathematics. (shrink)

Étude de l'influence sur les commentateurs du Haut Moyen Âge des ouvrages d'Ambroise sur la Genèse. Leur impact fut profond, mais d'un autre côté il semble qu'ils n'étaient pas amplement lus. Cette impression est confirmée par la tradition manuscrite. Claude de Turin découvrit certaines des sources des commentaires d'Isidore sur la Genèse, au nombre desquelles figure Ambroise.

Depth perception -- The difference is in the SQ -- What's the problem? -- The gift that keeps on giving -- Turning a blind eye -- Faith by any other name -- Hope springs eternal -- Can a smart person believe in God? -- What's your SQ? -- Key to the SQ test.

Charles Darwin’s theory of evolution through natural selection, explaining geographical distributions and the fossil record, is rightly regarded as one of the greatest scientific theories of all time, taking its place alongside Isaac Newton’s theory of gravitational attraction, explaining the Copernican heliocentric world picture. There is, however, a tendency to think that Darwin’s work is finished. It belongs to Victorian history rather than as something that has crucial social relevance today. This essay shows how mistaken it is to make this (...) assumption. Through a series of case histories―foreigners, class, sexual orientation, and women―Darwinism is shown to be as vibrant and important today as it was when Darwin was young. It is an essential tool for analyzing and solving some of the biggest and most pressing social issues facing us in the twenty-first century. (shrink)

In the third act of his journey, Michael McLeod, a beloved physician and professor emeritus of medicine at Duke University, has shown why he's an even more beloved professor of life. In a manner that is clear, practical, and inspiring, this book is an invitation to grow and flourish during what can be one of the most challenging periods in our lives. McLeod demonstrates his courage to share his journey and his willingness to learn from his medical students and (...) from the participants in his conscious aging workshops. As you read his words, you can learn alongside this respected elder. He has put together a powerful guide for living your life fully. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE CURRICULAR ROLE OF RUSSELl?S SCEPTICISM MICHAEL J. ROCKLER Interdisciplinary Studies in Education / National-Louis Universiry Evanston, 1L 60201, USA I n The Prospects of IndustriaL CiviLization, written in collaboration with his wife Dora, Bertrand Russell wrote: The governors of the world believe, and have always believed, that virtue can only be taught by teaching falsehood, and that any man who knew the truth would be wicked. I (...) disbelieve this, absolutely and entirely. I believe that love of truth is the basis of all real virtue, and that virtues based upon lies can only do harm.· This passage reflects Russell's views on scepticism and education; he sought an educational system that would avoid indoctrination and would produce sceptical students. Scepticism, a central aspect of much of Russell's philosophic work, was a primary organizing principle of his writings on education. Russell, a major contributor to educational theory, produced two volumes on education that continue to have considerable relevance for teaching and learning in contemporary society. The first, Education and the Good Life (1926),2 inspired by the births of John and Katharine, focused on the education of young children. In Education and the Good Life, Russell identified the aims of education. These included the development ofvitality, the promotion of courage (which entails the absence of fear), sensitiveness and intelligence. When schools accomplish these ends, they produce young men and women of character who are able to contribute to the well-being of society. 1 (London: Allen & Unwin, 1923), p. 252. 2 Published in Britain as On Education: Especially in Early Childhood. The CurricuLar Role ofRusselL's Scepticism 51 Russell, who once stood for Parliament as suffragist candidate, believed in equality of education for both men and women. This position was well advanced for its time; it still encounters resistance today. As the Russells' children approached school age, he and Dora confronted the problem of their education. Russell did not want John and Katharine to experience the loneliness of education by tutors that he had faced as a child. He and Dora also wished to avoid conventional public schools because they wanted their children to be educated in a manner consistent with their sense of scepticism about society and about religion. Russell felt that exposure to any kind of traditional learning would cause his children to be indoctrinated with patriotic and religious points of view. On the other hand, he felt that the progressive schools that were available-including A. S. Neill's Summerhill-lacked intellectual rigour. As a result of these feelings and because of Dora Russell's interest in education, the Russells leased the estate of Bertrand's brother at Telegraph House in Sussex and founded what came to be known as Beacon Hill School in September 1927. With his experience at Beacon Hill in mind, Russell published a second book on education in I932-Education and the Modern WorLd.3 It argued against the notion of progressive educators that schooling should simply allow for natural growth. Russell rejected Rousseau's approach to teaching and learning, and he distanced himself from some of Dewey's early work as well. In Education and the Good Life, and in other early essays on learning theory, Russell had seemed impressed by the growing role of behaviourism in education. However, his experience at Beacon Hill and his reading ofpsychoanalytic literature weakened his acceptance of behaviourism. In Education and the Modern World Russell called for more awareness of the role of emotion in learning as well as an examination of the way in which repressed feelings affect action. Russell argued that conditioning cannot effectively develop character. Education and the Modern World ends on a discouraging note. Russell concludes that schools can only provide for full individual development if the state identifies its own interest with that of the 3 Published in Britain as Education and the Social Order. russell: the Journal of the Bertrand Russell Archives M.Masrer University Libraty Press n.s. 12 (summer 1992): 50-60 ISSN 0036-01631 52 MICHAEL J. ROCKLER child. Russell was pessimistic about this possibility. For this to take place, a number of things had to occur. First, farge scale wars had to be eliminated. Second... (shrink)

_From the president of Wesleyan University, an illuminating history of the student, spanning from antiquity to Zoom “[Roth] has a clear vision for what it ought to mean to be a student: Learn what you love to do, get better at it, and then share it with others.”—David Perry, _Washington Post__ In this sweeping book, Michael S. Roth narrates a vivid and dynamic history of students, exploring some of the principal models for learning that have developed in very different (...) contexts, from the sixth century BCE to the present. Beginning with the followers of Confucius, Socrates, and Jesus and moving to medieval apprentices, students at Enlightenment centers of learning, and learners enrolled in twenty-first-century universities, he explores how students have been followers, interlocutors, disciples, rebels, and children becoming adults. There are many ways to be a student, Roth argues, but at their core is developing the capacity to think for oneself by learning from others, and thereby finding freedom. In an age of machine learning, this book celebrates the student who develops more than mastery, cultivating curiosity, judgment, creativity, and an ability to keep learning beyond formal schooling. Roth shows how the student throughout history has been someone who interacts dynamically with the world, absorbing its lessons and creatively responding to them. (shrink)

How is devotion (bhakti) related to knowledge (jñāna)? Does one lead to the other? Do they correspond to different paths for different people? Commentators on the Bhagavad-Gītā have debated these questions for centuries. In this essay I will suggest, as many Indian commentators have, that the paths of devotion and knowledge described in the Gītā can be harmonized. I will not draw from Indian texts, however, but from a suggestive parallel in the history of Chinese religions: namely, the development of (...) a tradition of “dual cultivation” of Pure Land and Chan 禪. I will focus in particular on the works of Yunqi Zhuhong 雲棲祩宏 (1535–1615) and his use of the distinction between principle (li 理) and phenomenon (shi 事) to reconcile seemingly divergent religious paths. I will conclude by considering the implications of this synthesis for nondualist interpretations of the Gītā. (shrink)

Why has Fichte been reading Wissenschaftslehre for his whole life? Depending on how one counts, Fichte has presented close to 20 versions of his philosophical main project, the doctrine of science. This paper gives the outline of an answer to this often raised question, focusing on the last six courses between 1807 and 1814. Three characteristics of the later body of Fichte’s theoretical philosophy are brought to attention: First, its seriality, second, its actual oral mediality, and last but not least (...) the fact that the later doctrine of science transgresses its own territory to appeal to the students to eventually become the creative prototype of transcendental philosophy themselves. These three topics constitute what here is called the meta-methodological disposition of Fichte’s later Wissenschaftslehre. To rule out a shortened understanding of meta-methodology as a matter of mere propaedeutics, the paper connects the methodological theorems of the doctrine of science to the more contentual level of theoretical deductions. In this regard the paper exposes Fichte’s trans-conceptual concept of ›life‹, which is probably more properly expressed as ›living‹ as Fichte intends this concept to self-referentially unify meta-methodological configurations with his later transcendental epistemology: philosophy should never reach final completement and thus come to a halt, but rather live on philosophically resp. think the living.Warum las Fichte zeit seines Lebens Wissenschaftslehre? Je nach Zahlung hat Fichte gut 20 Versionen seines gleichnamigen philosophischen Hauptprojektes vorgelegt. In diesem Beitrag wird eine Antwort zu dieser oft gestellten Frage anskizziert, wobei der Fokus auf den letzten sechs Parcours zwischen 1807 und 1814 liegt. Drei Charakteristika der spaten Gestalt von Fichtes theoretischer Philosophie werden herausgearbeitet: Erstens, ihre Serialitat, zweitens, ihre Medialitat der aktualen Mundlichkeit, drittens der Umstand, dass die spate Wissenschaftslehre ihr eigenes Gebiet ubersteigt, um an ihre Horer appellieren zu konnen, schlieslich selbst zum schopferischen Urbild der Transzendentalphilosophie zu werden. Diese drei Kontexte konstituieren die hier so bezeichnete meta-methodologische Einstellung von Fichtes spater Wissenschaftslehre. Um auszuschliesen, dass diese Meta-Methodologie verkurzt als eine Frage bloser Propadeutik verstanden wird, werden die methodologischen Theoreme der Wissenschaftslehre mit der im eigentlichen Sinne inhaltlichen Ebene ihrer theoretischen Deduktionen verbunden. Dazu wird Fichtes uberbegriffliches Konzept von ›Leben‹ exponiert, das die selbstreferentielle Einheit von meta-methodologischer Konfiguration und spater transzendentaler Epistemologie herstellt: Philosophie soll nicht formal vollendet und damit angehalten werden, sondern vielmehr philosophisch leben beziehungsweise ›Leben‹ denken. (shrink)