Bacteria have developed an impressive ability to survive and propagate in highly diverse and changing environments by evolving phenotypic heterogeneity. Phenotypic heterogeneity ensures that a subpopulation is well prepared for environmental changes. The expression bet hedging is commonly (but often incorrectly) used by molecular biologists to describe any observed phenotypic heterogeneity. In evolutionary biology, however, bet hedging denotes a risk‐spreading strategy displayed by isogenic populations that evolved in unpredictably changing environments. Opposed to other survival strategies, bet hedging evolves because the (...) selection environment changes and favours different phenotypes at different times. Consequently, in bet hedging populations all phenotypes perform differently well at any time, depending on the selection pressures present. Moreover, bet hedging is the only strategy in which temporal variance of offspring numbers per individual is minimized. Our paper aims to provide a guide for the correct use of the term bet hedging in molecular biology. (shrink)

In his famous 1982 paper, Allen Newell [22, 23] introduced the notion of knowledge level to indicate a level of analysis, and prediction, of the rational behavior of a cognitive arti cial agent. This analysis concerns the investigation about the availability of the agent knowledge, in order to pursue its own goals, and is based on the so-called Rationality Principle (an assumption according to which "an agent will use the knowledge it has of its environment to achieve its goals" [22, (...) p. 17]. By using the Newell's own words: "To treat a system at the knowledge level is to treat it as having some knowledge, some goals, and believing it will do whatever is within its power to attain its goals, in so far as its knowledge indicates" [22, p. 13]. In the last decades, the importance of the knowledge level has been historically and system- atically downsized by the research area in cognitive architectures (CAs), whose interests have been mainly focused on the analysis and the development of mechanisms and the processes governing human and (arti cial) cognition. The knowledge level in CAs, however, represents a crucial level of analysis for the development of such arti cial general systems and therefore deserves greater research attention [17]. In the following, we will discuss areas of broad agree- ment and outline the main problematic aspects that should be faced within a Common Model of Cognition [12]. Such aspects, departing from an analysis at the knowledge level, also clearly impact both lower (e.g. representational) and higher (e.g. social) levels. (shrink)

Co‐expression of two or more genes at the single‐cell level is usually associated with functional co‐regulation. While mRNA co‐expression—measured as the correlation in mRNA levels—can be influenced by both transcriptional and post‐transcriptional events, transcriptional regulation is typically considered dominant. We review and connect the literature describing transcriptional and post‐transcriptional regulation of co‐expression. To enhance our understanding, we integrate four datasets spanning single‐cell gene expression data, single‐cell promoter activity data and individual transcript half‐lives. Confirming expectations, we find that positive co‐expression necessitates (...) promoter coordination and similar mRNA half‐lives. Surprisingly, negative co‐expression is favored by differences in mRNA half‐lives, contrary to initial predictions from stochastic simulations. Notably, this association manifests specifically within clusters of genes. We further observe a striking compensation between promoter coordination and mRNA half‐lives, which additional stochastic simulations suggest might give rise to the observed co‐expression patterns. These findings raise intriguing questions about the functional advantages conferred by this compensation between distal kinetic steps. (shrink)

Researchers are required to seek consent from Indigenous communities prior to conducting research but there is inadequate information about how Indigenous people understand and become fully engaged with this consent process. Few studies evaluate the preference or understanding of the consent process for research with Indigenous populations. Lack of informed consent can impact on research findings. The Picture Talk Project was initiated with senior Aboriginal leaders of the Fitzroy Valley community situated in the far north of Western Australia. Aboriginal people (...) were interviewed about their understanding and experiences of research and consent processes. Transcripts were analysed using NVivo10 software with an integrated method of inductive and deductive coding and based in grounded theory. Local Aboriginal interpreters validated coding. Major themes were defined and supporting quotes sourced. Interviews with Aboriginal leaders were facilitated by a local Aboriginal Community Navigator who could interpret if necessary and provide cultural guidance. Participants were from all four major local language groups of the Fitzroy Valley; aged 31 years and above; and half were male. Themes emerging from these discussions included Research—finding knowledge; Being respectful of Aboriginal people, Working on country, and Being flexible with time; Working together with good communication; Reciprocity—two-way learning; and Reaching consent. The project revealed how much more there is to be learned about how research with remote Aboriginal communities should be conducted such that it is both culturally respectful and, importantly, meaningful for participants. We identify important elements in community consultation about research and seeking consent. (shrink)

The objective of this research study was to determine if psychological distress, anxiety, and academic self-efficacy predict satisfaction with studies in Peruvian university students during the COVID-19 pandemic. A cross-sectional and predictive design was used, in which 582 Peruvian university students participated, 243 men and 339 women, between the ages of 16 and 41. Student’s t-statistics were used to analyze the differences in scores of psychological distress, anxiety, academic self-efficacy, and satisfaction with studies based on the sex of the participants, (...) Pearson’s R was used for the analysis of correlations between variables, and multiple linear regressions were used to evaluate the predictive model. In the analyses, the significance level was set at 0.05. The results show that men have higher levels of psychological distress, anxiety, and academic self-efficacy than women do ; high levels of psychological distress correlate with high levels of anxiety and low levels of satisfaction with studies and academic self-efficacy ; high levels of anxiety correlate with low levels of satisfaction with studies and academic self-efficacy ; and high levels of academic self-efficacy correlate with high levels of satisfaction with studies. Academic self-efficacy was also found to predict satisfaction with studies. This concludes that, although there are significant correlations between psychological distress, anxiety, academic self-efficacy, and satisfaction with studies, academic self-efficacy is the variable that most predicts satisfaction with studies in Peruvian university students. (shrink)

The object of this t e xt is to present human rights as subjec t i ve rights, and therefore, as an appropriate fo r m of discourse in mode r n socie t y . Subject i v e rights are a discourse strat e gy through w hich ind i viduals h a ve lost contact with their companions in c i vil socie t y , and th e y f ind themsel v es isolate d , (...) in a relationship that e xists on l y with a f iction that the l a w calls "state". Citizens h a ve been stripped of the possibilities of addressing the other members of c i vil socie t y , and forced in the conflicts with them to go through special c i vil ser v ants w h o are in cha r ge of suppressing the conflict b y the use of force a g ainst some of the liti g ants. This discourse strat e gy ma k es the ind i vidual a citizen, and it tu r ns into a linguistic manner of being in the mode r n or bou r geois w orld. The strat e gy of subject i v e rights is w hat ma k es mode r n l a w modern. Human rights, for their pa r t, are all the e xpectations and aspirations of ind i viduals of a capitalist socie t y , that can on l y be mentioned in te r ms of "rights , " since it is this discourse that ma k es them into citizens. In this w a y , all human aspirations are co n v er ted - or can be co n v e r ted- into "rights", w hich is the peculiar linguistic manner that modernity o f fers to ind i viduals to talk about their aspirations. (shrink)

En este trabajo intento mostrar, contra la tesis de D. James, que existe una relación de continuidad entre la teoría del derecho internacional del Fundamento del derecho natural y de El Estado comercial cerrado de Johann G. Fichte, basándome en dos razones. En primer lugar, en ambos textos la propiedad de los ciudadanos puede ser garantizada sólo si el Estado es soberano en relación con los demás para planificar su propia política económica. En segundo lugar, si bien en El Estado (...) comercial cerrado se restringen las relaciones comerciales entre los ciudadanos, también quedan abiertos otros tipos de relación entre los ciudadanos de diferentes Estados. (A). (shrink)

En el presente trabajo se analizan tres concepciones de la igualdad de oportunidades que G. A. Cohen presenta en ¿Por qué no el socialismo?, a saber, la acepción liberal burguesa, la liberal de izquierdas y la socialista. Este trabajo pretende exponer y discutir estas tres concepciones de la igualdad de oportunidades a través de la filosofía jurídica y política de Kant y al proyecto de una crítica de la economía política de Marx.

Carta sobre el platonismo, enviada por G.W. Leibniz a M.G. Hansch el 25 de julio de 1707.

In this paper we consider the modal logic with both $$\Box $$ and $$\Diamond $$ arising from Kripke models with a crisp accessibility and whose propositions are valued over the standard Gödel algebra $$[0,1]_G$$. We provide an axiomatic system extending the one from Caicedo and Rodriguez (J Logic Comput 25(1):37–55, 2015) for models with a valued accessibility with Dunn axiom from positive modal logics, and show it is strongly complete with respect to the intended semantics. The axiomatizations of the most (...) usual frame restrictions are given too. We also prove that in the studied logic it is not possible to get $$\Diamond $$ as an abbreviation of $$\Box $$, nor vice-versa, showing that indeed the axiomatic system we present does not coincide with any of the mono-modal fragments previously axiomatized in the literature. (shrink)

Con el título de nuestro trabajo pretendemos investigar el problema de la libertad en la figura de G. W. F. Hegel desde una perspectiva propiamente ontológica. Con vistas a este propósito hemos querido deslindar el problema moral de la libertad de su dimensión propiamente ontológica, sobre todo en un texto como la Fenomenología del Espíritu, que en nuestros días cumple su aniversario doscientos. Por medio de este análisis del problema de la libertad en la Fenomenología del Espíritu, también hemos conseguido (...) sacar a la luz la profunda familiaridad del pensamiento hegeliano con otras corrientes del pensamiento radicalmente genealogistas e inmoralistas, como son las de Nietzsche y Spinoza. (shrink)

En este trabajo intento mostrar que existen diferencias importantes entre las concepciones del Estado de Hermann Cohen y de Johann Gottlieb Fichte. Por lo tanto, concluyo que la tesis de la influencia de la filosofía fichteana en la teoría de Cohen es problemática. In this paper I try to show that there are important differences between Hermann Cohen's and Johann Gottlieb Fichte's conceptions of the state. Therefore I conclude that the thesis of the influence of the Fichtean philosophy upon Cohen's (...) theory is problematic. (shrink)

Given a graph G, we say that a subset D of the vertex set V is a dominating set if it is near all the vertices, in that every vertex outside of D is adjacent to a vertex in D. A domatic k-partition of G is a partition of V into k dominating sets. In this paper, we will consider issues of computability related to domatic partitions of computable graphs. Our investigation will center on answering two types of questions for (...) the case when k = 3. First, if domatic 3-partitions exist in a computable graph, how complicated can they be? Second, a decision problem: given a graph, how difficult is it to decide whether it has a domatic 3-partition? We will completely classify this decision problem for highly computable graphs, locally finite computable graphs, and computable graphs in general. Specifically, we show the decision problems for these kinds of graphs to be ${\Pi^{0}_{1}}$ -, ${\Pi^{0}_{2}}$ -, and ${\Sigma^{1}_{1}}$ -complete, respectively. (shrink)

Seventeen essays make up the body of this anthology. Most of the authors are Latin Americans (although some of them work in other regions), and thus we might say that this volume is, in a very approximate sense, a showcase of recent Latin-American ontology and metaphysics. The remaining authors—Pierre Aubenque, Barry Smith, Lorenzo Peña and James Hamilton—are distinguished teachers who have had important contacts with the Latin-American philosophical community. The articles in this anthology address some of the central questions in (...) ontology and metaphysics: the possibility of a science of being (Aubenque), the different possible approaches to ontology (Hurtado), the recent application of ontology to informatics (Smith), guise theory and its Leibnizian antecedents (Herrera), the reduction of space and time to phenomenological properties (Rodríguez Larreta), the Newtonian ontology of space and time (Benítez and Robles), the relation between truth and the so-called “truth-makers” (Rodríguez Pereyra), the ontological position of the Pyrrhonic skeptic (Junqueira Smith), the limits and difficulties of metaphysical realism (Cabanchik, Pereda), the defense of physicalist or emergentist positions regarding the mental (Pérez), the metaphysical nature of persons (Naishtat), the ontology of cultural entities (Peña), political ontology (Nudler), the relation between ontology and literature (Hamilton), the ontology of art (Tomasini). Some of the works (e.g., those Aubenque and Robles) approach the question from a historical perspective: others examine the most recent philosophical literature on the problems focalized (e.g., those by Pérez and Rodríguez Pereyra), and others offer new approaches (e.g., those of Rodríguez Larreta, Peña or Nudler) to a specific problematic area. (shrink)

Atas do III Colóquio Internacional de Metafísica. [ISBN 978-85-7273-730-2]. Sumário: 1. Prazer, desejo e amor-paixão no texto de Lucrécio, por Antonio Júlio Garcia Freire; 2. Anaximandro: física, metafísica e direito, por Celso Martins Azar Filho; 3. Carta a Guimarães Rosa, por Cícero Cunha Bezerra; 4. Ante ens, non ens: La primacía de La negación em El neoplatonismo medievel, por Claudia D’Amico; 5. Metafísica e neoplatonismo, por David G. Santos; 6. Movimento e tempo no pensamento de Epicuro, por Everton da Silva (...) Rocha; 7. Críticas e elogios de Nietzche a Sócrates, por Fernanda Bulhões; 8. Sobre a Metafísica ou a respeito do jejum, por Gilvan Fogel; 9. A origem estética da ontologia hermenêutica de Luigi Pareyson, por Íris Fátima da Silva; 10. A Natureza da filosofia de Hume, por Jaimir Conte; 11. Logique ET métaphysique, por Jean-Baptiste Jainet; 12. Blaise Pascal: da recusa da metafísica da raison à metafísica do « estudo do homem », por João Emiliano Fotaleza de Aquino; 13. O niilismo no prólogo de Assim Falou Zaratustra. Por José Elielton de Sousa; 14. Presencia;Ausência: de Plotino a Procolo, por José Maria Zamora; 15. A natureza do Eros platônico, por Jovelina Maria Ramos de Souza; 16. Breve comentário acerca da origem da Gelassenheit de Heidegger a partir da mística de mestre Eckkart, por Luiz Fernando Fontes-Teixeira; 17. Humanismo e domesticação em Regras para o parque humano, por Luiz Roberto Alves dos Santos; 18. Contra a teoria de dois mundos na filosofia de Platão (República V 476e-478e), por Marcelo Pimenta Marques; 19. Sensações, impressões, projeções: as afecções do pensamento, por Markus Figueira da Silva; 20. Contribuições à história de uma metáfora: Heidegger e Nicolau de Cusa, por Oscar Federico Bauchwitz; 21. Uma impossibilidade ontológica em Schopenhauer, por Paulo César Oliveira Vasconcelos; 22. Ser e fenômeno: a Fenomenologia como teoria estética da ciência, por Pedro Paulo Coroa; 23. Para que serve a Metafísica de Aristóteles? O exemplo do movimento animal, por Pierre-marie Morel; 24. Contribuições para uma ontologia digital, por Rafael Capurro; 25. O que é o fim da metafísica, por Rodrigo Ribeiro Alves Neto; 26. A Physis na conformação do logos: linguagem e pensamento no corpus epicúreo, por Rodrigo Vidal do Nascimento; 27. O acontecimento de mundo na era da informação, por Soraya Guimarães da Silva; 28. Apofaticismo e abstração em Mark Rothko, por Vanessa Alves de Lacerda Santos. -/- . (shrink)

Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return to (...) normalcy opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States. (shrink)

El objetivo de este trabajo está orientado a aplicar el modelo de espacios controversiales propuesto por Oscar Nudler al campo de estudios filosóficos y científicos vinculados con la problemática de la complejidad. El análisis se centra en tres enfoques en particular: la ciencia de la complejidad, el pensamiento complejo y la teoría constructivista de los sistemas complejos. La estructura argumental del artículo está organizada en tres partes, en la primera se realiza una introducción conceptual al modelo de espacios controversiales; (...) en la segunda se analiza el espacio controversial de los sistemas complejos; finalmente, se presentan las conclusiones del trabajo. (shrink)

In this essay, I look at some extraordinary actors who never got their due—actors who had distinguished careers, but never won an Academy Award for acting. I review the work of: Joseph Cotten; Orson Welles; Edward G. Robinson; Cary Grant; James Mason; Richard Burton; Claude Rains; Alan Ladd: Robert Mitchum; and Fred MacMurray. In each case, I explore the actor’s best work, what made his acting outstanding, and offer possible explanations why he was not so honored.

In lieu of an abstract, here is a brief excerpt of the content:Changing Theories of Undergraduate Theatre Studies, 1945–1980Anne Berkeley (bio)IntroductionThe history of theatre study in American undergraduate education is a story of prodigious quantitative success. Although it took two centuries to secure the right to perform plays at American colleges, it took only eighty years for the curriculum to grow from a few isolated courses at the turn of the twentieth century to well over 14,000 in the 1970s.1 By (...) far the steepest growth occurred during the unprecedented expansion of higher education between 1945 and 1979. But academic theatre's meteoric rise after the war years conceals more problematic qualitative achievements. Throughout its ascendancy, vexing questions persisted concerning the quality, standards, and evaluation of theatre programs. In academic journals and books, theorists explored with alacrity broad opportunities for educational theatre in the university. But they also bickered constantly about objectives and practices and their role in academe, ultimately providing a decidedly ambivalent assessment of accomplishment.According to Oscar G. Brockett, the fundamental questions are, What place, if any, should theatre have in a university? and, For what are students being educated?2 This study traces answers to these questions given by scholars and educators between 1945 and 1979.3 It explores the connections between the scholarship about theatre studies and the programs that developed, what scholars and educators wanted it to become, and what it became in the context of liberal arts education. These years are important because they are the golden age of higher education, a time of unprecedented expansion. Following World War II the G.I. Bill greatly increased student enrollment, and academic and research programs surged. At this time, the [End Page 57] university's governing interests were established by the politics of the Cold War, and the desire to surpass the Soviet Union at everything motivated the expansion of higher education.4 The National Defense Education Act of 1958 and the Higher Education Facilities Act of 1963 (legislation made possible by a prosperous economy) injected vast financial resources into program development, and federal programs such as the National Endowment for the Humanities (NEH) and the National Endowment for the Arts (NEA) were established.An earlier study of theatre curriculum between, roughly, the Civil War and the Second World War provides a useful background against which to interpret the data for this later period.5 From the earlier study we learn that academic theatre suffered from religious hostility for two centuries but that by the end of the nineteenth century there were extracurricular dramatic clubs and productions. The emergence of the modern research university brought with it the expansion and diversification of knowledge, the differentiation of the colonial college's general curriculum into discrete disciplines, and the departmentalization of the curriculum. As principles and aims for liberal arts education, and the bachelor of arts degree, began to take shape, reconstruction of the curriculum included the introduction of departments of speech and literature, which included dramatic curricula.6 Academic theatre first began in classical and later modern language departments as a way of teaching literature in another language; later speech and English departments added courses in oral interpretation and playwriting.After George Pierce Baker opened the theatre department at Yale in 1925, theatre became an autonomous field of study in increasing numbers of universities. During this early period several developments took place: curriculum for theatrical studies developed out of extra-curricular theatre, theatre was identified and justified as a humanistic study, the seeds were planted for the university's eventual role in nonprofit and professional regional theatres, and the study of theatre as a legitimate academic discipline was developed. During this period, too, most theorists argued that theatre was one of the liberal arts and should be taught as part of the humanities. Late in the period there developed a small but increasingly vocal group of scholars and teachers who began to argue that theatre departments should teach technical skills of theatrical performance as well as humanistic inquiry. Thus was born the so-called craft or culture dichotomy: should educational theatre emphasize the crafts of performance or the humanism that prevailed in general (unspecialized) liberal study?The Forties and Fifties: The Curriculum Diversifies... (shrink)

The interactions between literature and science and between literature and psychoanalysis have been among the most thriving areas for interdisciplinary study in recent years. Work in these 'open fields' has taught us to recognize the interdependence of different cultures of knowledge and experience, revealing the multiple ways in which science, literature, and psychoanalysis have been mutually enabling and defining, as well as corrective and contestatory of each other. Inspired by Gillian Beer's path-breaking work on literature and science, this volume presents (...) fourteen new essays by leading American and British writers. They focus on the evolutionary sciences in the nineteeth-century; the early years of psychoanalysis, from Freud to Ella Freeman Sharpe; and the modern development of the physical sciences. Drawing on recent debates within the history of science, psychoanalytic literary criticism, intellectual history, and gender studies, the volume makes a major contribution to our understanding of the formation of knowledge. Among its recurrent themes are: curiosity and epistemology; 'growth', 'maturity', and 'coming of age' as structuring metaphors ; taxonomy; sleep and dreaming and elusive knowledge; the physiology of truth; and the gender politics of scientific theory and practice. The essays also reflect Beer's extensive influence as a literary critic, with close readings of works by Charlotte Brontë, Alfred Lord Tennyson, George Eliot, Thomas Hardy, Henry James, Oscar Wilde, H. G. Wells, Edith Ayrton Zangwill, Charlotte Haldane, Virginia Woolf, George Orwell, and Karin Boye. (shrink)

In this article, we approach how various student associations that have emerged in recent years in Spain have been activating the socio-political participation of young people in the sphere of civic constitutionalism. Using qualitative interviews and participant observation, we document the diversity and territorial presence of these associations. We delve into their ideology and the cluster of activities and action strategies they employ. One notable aspect is their ability to deploy frames of meaning that compete with and/or complement other forms (...) of activism, discourses, and political demands common among alternative social movements and those advocating for social justice. For example, how they understand democratic institutions and university coexistence, the role of educative institutions in their formative development, or issues of strong public controversy. (shrink)

This article deals with a subject that in spite of its familiarity has to date received little attention from scholars of Olivecrona’s work. Indeed, it is often common, when discussing Olivecrona’s legal theory, to mention that the latter makes use of the magical view to explain, from an empirical standpoint, the suggestive force of the law. The topic, however, is not usually examined in depth, with a small number of exceptions. In these lines, we will attempt to show how Olivecrona (...) develops this topic and emphasise the importance of this so as to, on the one hand, reach a proper understanding of his theory, and on the other, offer a critique of it. (shrink)

For the properly “cultivated,” proclaimed Oscar Wilde in 1890, “beautiful things mean only Beauty.”1 The idea that artworks possess a discrete and autonomous type of value, by virtue of their capacity to provoke a distinctively aesthetic type of response, is most often associated with artists and critics belonging to the modernist tradition of the late nineteenth and early twentieth centuries. Certainly, many influential writers of the period who expressed more instrumentalist attitudes toward the value of their own work, such (...) as Bernard Shaw and H. G. Wells, have also without manifest perversity been classified as modernists. But latter-day, self-described defenders of modernism (e.g., Susan Sontag, Gabriel... (shrink)

Anastasia G. Yangaki Amphores crétoises : le cas d'Éleutherna p. 503-523 L'étude des amphores crétoises de la période paléochrétienne mises au jour sur le site d'Éleutherna, dans la région de Mylopotamos, enrichit considérablement notre connaissance des amphores de production crétoise identifiées à la suite des recherches récentes sur plusieurs sites de la Méditerranée. Cet article tend à préciser la datation précédemment proposée pour certains types déjà connus. Il présente un groupe uniforme d'amphores à l'intérieur du type initial, produit par un (...) nouvel atelier, et révèle plusieurs types nouveaux à Éleutherna, utilisés surtout à la fin de la période protobyzantine et même au cours du VIIIe siècle ; parmi ces derniers, on signale les types qui imitent des formes d'amphores importées sur l'île. Des analyses chimiques ont permis d'ajouter le site d'Éleutherna ou la région de Mylopotamos au nombre des centres de fabrication d'amphores crétoises. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Concepts, Communication, and the Relevance of Philosophy to Human Rights:A Response to Randall PeerenboomStephen C. AngleRandy Peerenboom has paid me the enormous compliment of thinking it worthwhile to engage in sustained, critical dialogue with my book. In this response to his review essay, I attempt to return the compliment. I focus on issues surrounding concepts and communication, since that is where Peerenboom puts his emphasis. Near the end, I (...) look at what is at stake in our discussions of Raz, touch on the question of judgments and objectivity, and close with some thoughts about the relevance of history to my goals in the book. [End Page 320]At the heart of Peerenboom's critique of my account of concepts and communication are two concerns. First, he worries that I do not "provide a satisfactory answer to the questions of how to determine whether we are dealing with a single concept or discourse or multiple concepts or discourses." Second, he suggests that my entire discussion of concepts, "while interesting academically, at least for those with a taste for philosophy, diverts attention from the real issues." I will begin with the first. A valuable result of Peerenboom's essay is that it helps me to see where I have not made myself as clear as I would have liked to. At various points in the book, I raise the issue of the normative nature of questions like those Peerenboom has posed (see, e.g., pp. 27 and 32), but this is clearly something that needs more emphasis. Asking what a word means, or whether two people share a concept, or, for that matter, where the boundaries of a discourse lie are never simple, descriptive questions. These are normative questions, which always receive normative answers. By "normative," I mean that the questions and their answers are prescriptive for those in my shared community. When someone says "we mean such-and-such by that word," the "we" is crucial: it is saying that people like us, in some respect, ought to talk this way. Thinking about language in normative terms permeates Brandom's approach. He writes, for example: "When the prosecutor at Oscar Wilde's trial asked him to say under oath whether a particular passage in one of his works did or did not constitute blasphemy, Wilde replied 'Blasphemy is not one of my words.'"1 Wilde recognized, that is, that using the word "blasphemy" brought with it certain commitments that he—and other like-minded individuals—ought to reject, even if he were to deny that a particular passage was blasphemous.So far so good. But Peerenboom sees a tension between what looks like a community-based definition of concepts—perhaps all Chinese ought therefore to share the same commitments?—and my endorsement of a holistic approach to meaning, according to which our individual webs of commitments always vary from one to another. This latter idea leads him to be puzzled about when two people can ever be said to share the same concept. He searches for a criterion for a sufficiently similar concept, wonders whether my talk of "keeping score" can provide such a criterion, and in the end decides that the choice of where to draw these lines is, in many cases, arbitrary. There is indeed a tension, and some arbitrariness, too, although not exactly where Peerenboom sees it. But none of this is problematic, I think, and in any case it emerges from the very complexity of our linguistic practice. Communities do not impose norms on us: we authorize the norms through the ways we speak, act, and react to others. "Authorize" is apt because it combines the ideas of creation and legitimation. Our perpetual roles as authorizers of a community's linguistic (and other) norms give us a certain amount of autonomy with respect to the norms, as well as explaining some variance, as we (consciously or unconsciously) push boundaries in one direction or another. At the same time, no one is a member of only one community. We interact with different groups at different times and in different ways, which puts the notion that we could be bound by the norms of a single... (shrink)