According to Conceptualism, philosophy is an independent discipline that can be pursued from the armchair because philosophy seeks truths that can be discovered purely on the basis of our understanding of expressions and the concepts they express. In his recent book, The Philosophy of Philosophy, Timothy Williamson argues that while philosophy can indeed be pursued from the armchair, we should reject any form of Conceptualism. In this paper, we show that Williamson’s arguments against Conceptualism are not successful, and we (...) sketch a way to understand understanding that shows that there is a clear sense in which we can indeed come to know the answers to (many) philosophical questions purely on the basis of understanding. (shrink)

"Understanding Phenomenology" provides a guide to one of the most important schools of thought in modern philosophy. The book traces phenomenology's historical development, beginning with its founder, Edmund Husserl and his "pure" or "transcendental" phenomenology, and continuing with the later, "existential" phenomenology of Martin Heidegger, Jean-Paul Sartre, and Maurice Merleau-Ponty. The book also assesses later, critical responses to phenomenology - from Derrida to Dennett - as well as the continued significance of phenomenology for philosophy today. Written for anyone (...) coming to phenomenology for the first time, the book guides the reader through the often bewildering array of technical concepts and jargon associated with phenomenology and provides clear explanations and helpful examples to encourage and enhance engagement with the primary texts. (shrink)

Although the linguistic turn is usually described in historical terms this article aims at combing the significant historical transitions with systematic philosophical considerations. Against the background of earlier rationalistic and empiricist trends particular attention is given to the successive epistemic ideals manifest in the conceptual rationalism of the Enlightenment, followed by the historicism of the 19th century and subsequently by the linguistic turn . An assessment of these transitions will explore systematic issues, in particular the relationship between universality and what (...) is individual , the difference between functional laws and type laws , and regarding the limits of concept formation the distinction between conceptual knowledge and concept-transcending knowledge . This distinction enables the introduction of a new understanding of the difference between rationalism and irrationalism . Apart from Dilthey the linguistic turn penetrated also the thought of thinkers such as Freud, Wittgenstein, Frankl, Heidegger, Habermas, Dooyeweerd and Gadamer, all of them (implicitly or explicitly) elaborated the initial criticism raised by Herder, Jacobi, Hamann, Heidegger and Gadamer against Kant‘s Critique of Pure Reason for neglecting language. After briefly referring to the connection between the linguistic turn and the idea of the meaningful construction of reality, the article ends with a concluding remark emphasizing the fact that no single concept-transcending usage of modal (aspectual) terms should be elevated above others or employed at the cost of other equally legitimate idea-statements. (shrink)

In this essay, I will outline a novel strategy for using constitutivist ideas from Kantian metaethics to critique social practices and institutions. In doing so, I do not mean to defend this model of critique as the only viable form of social and political critique, even within a Kantian framework – nor, indeed, as always the most appropriate. But I hope to show that it provides us with a form of critique that allows us to (i) develop a robust critique (...) of many social practices (ii) on both epistemic and practical grounds, while nonetheless (iii) beginning from a perspective that is, in some sense, internal – or better, immanent – to the practice in question. Thus, if we are looking for a form of social critique that is neither purely epistemic nor merely external – which, in other words, allows us to critique social practices on something like their own terms as practically irrational – this method should be attractive for philosophers with Kantian (or post-Kantian) sympathies. At the heart of this conception of critique lies in the idea that social practices may be thought of as attempts at (some form of) collective practical understanding. As I will explain more below, this way of thinking about the rationality of social practices may be seen as the product of applying a general (post-Kantian) model of rationality, which I have developed elsewhere, to the rationality of social collectives or practices. (shrink)

In this essay, I will outline a novel strategy for using constitutivist ideas from Kantian metaethics to critique social practices and institutions. In doing so, I do not mean to defend this model of critique as the only viable form of social and political critique, even within a Kantian framework – nor, indeed, as always the most appropriate. But I hope to show that it provides us with a form of critique that allows us to (i) develop a robust critique (...) of many social practices (ii) on both epistemic and practical grounds, while nonetheless (iii) beginning from a perspective that is, in some sense, internal – or better, immanent – to the practice in question. Thus, if we are looking for a form of social critique that is neither purely epistemic nor merely external – which, in other words, allows us to critique social practices on something like their own terms as practically irrational – this method should be attractive for philosophers with Kantian (or post-Kantian) sympathies. At the heart of this conception of critique lies in the idea that social practices may be thought of as attempts at (some form of) collective practical understanding. As I will explain more below, this way of thinking about the rationality of social practices may be seen as the product of applying a general (post-Kantian) model of rationality, which I have developed elsewhere, to the rationality of social collectives or practices. (shrink)

John Searle has argued that one can imagine embodying a machine running any computer program without understanding the symbols, and hence that purely computational processes do not yield understanding. The disagreement this argument has generated stems, I hold, from ambiguity in talk of 'understanding'. The concept is analysed as a relation between subjects and symbols having two components: a formal and an intentional. The central question, then becomes whether a machine could possess the intentional component with (...) or without the formal component. I argue that the intentional state of a symbol's being meaningful to a subject is a functionally definable relation between the symbol and certain past and present states of the subject, and that a machine could bear this relation to a symbol. I sketch a machine which could be said to possess, in primitive form, the intentional component of understanding. Even if the machine, in lacking consciousness, lacks full understanding, it contributes to a theory of understanding and constitutes a counterexample to the Chinese Room argument. (shrink)

This chapter explores awareness and compassion as essential elements in spiritual cultivation. Of the education of awareness, it describes the ideas of Aldous Huxley and J. Krishnamurthi as well as the Buddha’s teachings on mindfulness. The practice of awareness would reveal a holistic experience and multiple dimensions of reality. This chapter briefly describes the author’s view of “the five dimensions of reality” that include dimensions from the surface to the deepest, infinite reality. Drawing on Eastern perspectives, it explains that “ (...) class='Hi'>pure awareness” is identical with infinite reality and that “great compassion” emerges as a manifestation of pure awareness. In addition, as for cultivating compassion, this chapter explores such concepts as the Four Immeasurable Minds, bodhichitta, bodhisattva, and also the mind training called lojong in Tibetan Buddhism. Finally, it suggests a vision of “the education of enlightenment,” in which both awareness and compassion are of central importance. (shrink)

Our current scientific exploration of reality oftentimes appears focused on epistemic states and empiric results at the expense of ontological concerns. Any scientific approach without explicit ontological arguments cannot be deemed rational however, as our very Being can never be excluded from the equation. Furthermore, if, as many nondual philosophies contend, subject/object learning is to no avail in the attainment of knowledge of ontic reality, empiric science will forever bear out that limitation. Putting Jung's depth psychology in dialogue with Patañjali's (...) yoga philosophy is one way to attempt an alliance between dualistic and nondualistic models. Jung's assertion of an unconscious is what notably sets him apart from Patañjali. Furthermore, whereas Patañjali distinguishes between pure consciousness and the contents of consciousness, Jung does not. Although both Jung and Patañjali attempt to ground their work in the direct experience of life, and guide us towards wholeness, looking at Jung through the lens of nonduality, wholeness appears beyond reach. It is through Jung's synchronicity hypothesis where we may be able to forge a bridge between the models. This bridge allows a contemporary argument for an understanding of the ontic reality of pure consciousness, and subsequently the discrimination between things as they are and things as they appear. Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 _ _. (shrink)

"Understanding Phenomenology" provides a guide to one of the most important schools of thought in modern philosophy. The book traces phenomenology's historical development, beginning with its founder, Edmund Husserl and his "pure" or "transcendental" phenomenology, and continuing with the later, "existential" phenomenology of Martin Heidegger, Jean-Paul Sartre, and Maurice Merleau-Ponty. The book also assesses later, critical responses to phenomenology - from Derrida to Dennett - as well as the continued significance of phenomenology for philosophy today. Written for anyone (...) coming to phenomenology for the first time, the book guides the reader through the often bewildering array of technical concepts and jargon associated with phenomenology and provides clear explanations and helpful examples to encourage and enhance engagement with the primary texts. (shrink)

Although the concept of “pure knowledge” is one of the most interesting and singular concepts in the philosophical work of Vasily Seseman, it can only be presented after a comprehensive analysis of the philosopher’s numerous works devoted to ontological, epistemological and logical problems. Seseman believes that the main philosophical trends at the beginning of the twentieth century, namely neo-Kantianism, intuitionism and phenomenology, could not present this concept, although they did try. According to the philosopher, the main reason (...) for the inability of neo-Kantianism, intuitionism and phenomenology to start talking about pure knowledge is their inability to assert the essential difference between objective and non-objective knowledge. Sesemann pays special attention when substantiating his concept of “pure knowledge” to the difference between his approach and that of the founder of modern phenomenology. The philosopher points out that even Husserl, who concentrated attention on the specifics of inner experience, puts this specific, in the end, in dependence on the process of cognition and reflection, completely ignoring its ontological foundations. While pure knowledge, according to Seseman, is neither non-objective, nor objective knowledge, nor non-objective, nor objective being, it, in fact, is non-knowledge and non-being. It is precisely this understanding by the philosopher of this phenomenon that allows him to characterize pure knowledge as premiseless and limitless and, in general, as free from any ontological or epistemological determinations. However, on the other hand, Sesemann insists that the phenomenon of pure knowledge has the meaning of not just a regulatory idea, an infinitely distant ideal, but also a real constitutive meaning, as a principle that reveals and determines the human striving for knowledge as an interconnected and necessary process that ascends from the onto-gnoseological stage of non-objective knowledge to the epistemological, and then the logical stage of objective knowledge. (shrink)

Problems and Postulates: Kant on Reason and Understanding ALISON LAYWINE THE PURPOSE OF THIS PAPER is to think anew Kant's conception of reason and understanding, the relation between these two faculties and the principles that govern them. I am chiefly interested in the contributions of reason and under- standing to the advancement of knowledge. Hence the focus of my paper, so far as reason itself is concerned, is the theoretical rather than the practical employment of this faculty. On (...) the other hand, I think it is useful and fair to say, on Kant's account, that theoretical reason is itself practical -- at least to the extent that we regard scientific enquiry as some kind of activity, namely a research activity, involving practices such as proof and experimentation, under- taken for the sake of a certain end, namely, the acquisition of knowledge. One of Kant's concerns in the Critique of Pure Reason is to explain how this activity can be profitably pursued. To meet this concern, Kant must explain first of all how we set research goals for scientific enquiry. For without any such goals, Susan Neiman's book, The Unity of Reason , was the original stimulation for this paper. . I am more indebted to Susan.. (shrink)

In this paper, I argue for two claims. The first is that all social and political thinking lies along a continuum and that the structure of each thought along the continuum is that of a basic desire for self-determination. Self-determination, I argued, occurs in a variety of ways including, importantly, at a variety of levels of intention. On the one hand, there are the relatively unreflective ways of understanding oneself as autonomous. I attributed this way of thinking of the (...) Neo-Aristotelian conception of practical reason which is characteristic of conservatism. On the other side of the continuum, there is a rigoristic version of Kantian moral philosophy in which, to be autonomous, one must act exclusively from duty or from purely economic motivation. The second claims is that populism can be understood as a clash between different practical conceptions of autonomy which are brought into conflict as a result of the process of modern rationalization. This clash can, I argued, be clarified and also alleviated by appreciating that what the values which stand opposed in the “us vs. them” of populism and liberalism are based on a fundamentally similar conception of the value of autonomy but have come into conflict by sometime contingent historical processes which can be undone or steered in a different direction. (shrink)

This paper inquires into the necessity and limits of what Edmund Husserl calls a “pure” phenomenological psychology. It argues that there may be merit to this notion as a kind of philosophical psychology, the notion of purity in clinical psychology would unnecessarily limit the kinds of factors that the psychologist must take into account in understanding and treating most of the psychological conditions the therapist faces. The paper suggests that phenomenological psychology nonetheless has value in providing a counter-balance (...) to naturalistically inclined psychology that for its part neglects the meaning of various life events for the agent and can serve as means of critical reflection on the operative concepts guiding psychological practice. It can also help correct a deterministic tendency in modern psychology that does not take seriously enough human beings’ capacity for self-reflection and for self-responsibility that can often serve as key elements in psychological therapy and healing. (shrink)

Key Concepts for Understanding Curriculum is an invaluable guide for all involved in curriculum matters. Originally published in 1992, and then re-released as two volumes, the third edition returns to a single volume and includes 21 key topics in the field. The topics comprise the latest trends and issues written in Marsh's clear and accessible style, and are an important source of material for an international readership at every level. The book is divided into six sections including: curriculum planning (...) and development; curriculum management; teaching perspectives; collaborative involvement in curriculum; and curriculum ideology. In this third edition many of the latest curriculum trends and issues are included such as standards-based frameworks, using technology in teaching and learning modes, standards based reforms, and politics of decision-making. (shrink)

This article investigates the paradoxical nature of cameraless photography. Born after the invention of early photography, the camera apparatus is clearly a precondition of the idea and practice of cameraless photography (photography made without a camera). Yet, at the same time, cameraless photography is situated as a form of pure photography, giving rise to the idea that the spirit of photography lies somewhere beyond the mediation of the camera. This article approaches the paradoxical nature of cameraless photography in an (...) indirect manner by considering the spectrality of photography: from conceptions of early photography as itself spectral, to the manifestation of spectres in spirit photography, to the decomposition of the spectres by X-rays and radioactivity. Cameraless photography plays a twofold role in this genealogy of photographic spectres: first, it goes against a certain understanding of the spirit of photography as conditioned by the manipulating force of the camera apparatus; second, it proves the existence of spectres by uncovering the ontological convulsions of the world. (shrink)

This essay suggests the possibility of conceiving the transcendental synthesis of imagination in Kant's Critique of Pure Reason as the understanding at work on sensibility by developing an active conception of identity according to which the distinction between the imagination and the understanding is merely nominal. Aristotle's philosophy is shown both to provide such a conception of identity and to be tacitly at work in Kant's thinking. Finally, the essay traces this position into the discussion of aesthetic (...) judgment in the Critique of Judgment. (shrink)

Following a trajectory of thinking from the philosophy of Spinoza via the work of Nietzsche and through Deleuze’s texts, this article explores the possibility of framing a contemporary pedagogical practice by an ontological order that does not presuppose the superiority of the mind over the body and that does not rely on universal morals but that considers instead, as its ontological point of departure, the actual bodies of children and pedagogues through what has come to be known as affective learning. (...) When considering the potentiality of a pure ontology, as outlined by Spinoza, I argue that Nietzsche’s critique of higher values and universal morals allows for a deeper understanding of the limitations of a traditional image of thought. Furthermore, I argue that Deleuze’s conception of the dogmatic image of thought can provide a helpful framework when connecting the work of the two aforementioned philosophers and when conceptualizing a possible image of thought based on the body as a singularity harboring flows of power, rather than one where the body is considered a necessary obstacle to be overcome in the quest for higher values that are situated always beyond the reach of the experiencing body.This philosophical discussion is then situated within the field of educational philosophy via the concept of affective learning which enables the incorporation of these ideas into a concrete educational setting. (shrink)

Future work is needed to establish that pure short-term memory is a coherent individual difference attribute that is separable from traditional compound short-term memory measures. Psychometric support for latent pure short-term memory capacity will provide an important starting point for future fine-grained analyses of the intrinsic factors that influence individual differences in math skills.

Open peer commentary on the article “Cybernetics, Reflexivity and Second-Order Science” by Louis H. Kauffman. Upshot: One of cybernetics most confusing and least understood concepts is that of the eigenform. With this article Kauffman has enabled a clear understanding of the concept as “the coherence of a situation that allows a distinction to be made.”.

Tyler Burge has argued that an incorrect understanding of a word can be sufficient for possessing the concept the word literally expresses. His well-known 'arthritis' case involves a patient who understands 'arthritis' incorrectly, but who nevertheless, according to Burge, possesses the concept arthritis. Critics of Burge have objected that there is an alternative concept that best matches the patient's understanding and that this, therefore, is the patient's concept. The paper first argues that Burge's response (...) to this objection is unconvincing. A better response is then developed. It is argued that there is no alternative concept that matches the incorrect understanding, since the patient thinks he has a partial understanding. This, together with points about ordinary psychological explanation and modes of presentations of concepts, establish that it is impossible to undermine Burge's social externalism by appealing to the idea that an alternative concept matches the incorrect understanding. (shrink)

존엄 개념은 왕이나 귀족의 높은 지위 등을 뜻하는 dignitas에서 그 어원을 찾을 수 있다. 본고에서는 먼저 존엄의 오래된 높은 지위의 어원으로부터 현대의 인권사상에서 나타나는 인간존엄에 이르기까지의 존엄 개념에 대한 이해방식을 분류하여 소개한다. 이 중에서 타인존중을 유발하는 가치속성으로 이해되고 있는 현대적 이해방식은 다양한 문제를 야기한다. 이에 대응하여 본고는 현대적 의미의 인간존엄의 개념도 인간성 혹은 도덕성의 우월성을 표현하고 있다는 사실을 밝힘으로써 고전적인 높은 지위라는 위상적 개념으로서의 dignitas를 특유한 방식으로 계승하고 있다는 점을 보이고자 한다.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Leibniz on Purely Extrinsic DenominationsGary L. CesarzDennis Plaisted. Leibniz on Purely Extrinsic Denominations. Rochester: University of Rochester Press, 2002. Pp. viii + 128 Cloth, $70.00.Interpreting Leibniz is like trying to flatten a balloon without deflating it; press it here and it bulges there. Press one of his controversial principles and problems result for another. Leibniz on contingent and necessary truths exemplifies this difficulty. So does Leibniz's denial that (...) there are "extrinsic denominations which have no foundationin the denominated thing" (NPE).Plaisted questions the meaning and challenges the current interpretations of this principle. Does "foundation" mean "included in a thing," or "reducible to an intrinsic denomination"? Furthermore, what is the thing denominated? Is it the individual concept of a substance, or an intrinsic denomination in the concept of the substance? Leibniz holds, "for all truths the predicate is contained in the subject" (PS) which, in some sense, includes both denominations (Leroy E. Loemker, ed., Gottfried Wilhelm Liebniz: Philosophical Papers and Letters [Dordrecht: Reidel, 1976], 268). This suggests that both denominations have the same status as predicates. However, such statements as, "there is no denomination so extrinsic that it does not have an intrinsic denomination as its basis" (Loemker, 527) and "all extrinsic denominations are founded in intrinsic denominations" (Benson Mates, The Philosophy of Leibniz: Metaphysics and Language [New York: Oxford University Press, 1989], 225) suggest that the former reduce to the latter. The last two quotes seem to trump all hands. But textual citations are seldom enough to settle disputes of this sort.This has inspired two approaches to the question, one reductionistic, the other non-reductionistic. Plaisted adopts a non-reductionistic approach but regards those prior to his as implausible and unsatisfactory (1, 113 n.34). As for reductionism, he claims to "stand [End Page 494] [it] on its head" (1) and denies its "textual merit" (14). Given Plaisted's broad grasp of Leibniz's writings, this is not an oversight of the passages quoted above. Rather, his case depends on reinterpreting the same passages in light of his version of NPE.A reduction, according to some, requires that a relational proposition be logically equivalent (or at least truth-functionallyequivalent) to a set of non-relational propositions. For others, implication is sufficient, i.e., for a given relational proposition z, and two non-relational propositions x and y, it is impossible that (x & y) is true but z false (Mates, 218). In response, Plaisted examines NPE from four angles, including Leibniz's predicate-in-subject notion of truth, the identity of indiscernibles, and two others. However, since all that follows rides on his understanding of PS, let us focus on it.Plaisted's interprets NPE to mean "There are no extrinsic denominations of an individual... that are not included in that individual's concept" (11). To support this, he observes that Leibniz applies PS to all truths and often derives NPE from PS. But to justify substituting "included in" for Leibniz's use of "foundation in," Plaisted elects to interpret PS in a troubling way. Now, Leibniz insists that necessary truths state an identity between a subject and predicate, either explicit or implicit, and that the latter are reducible to the former by an a priori proof of finite length. Leibniz further says that identity, as explained above, is the reason that PS holds for necessary truths. Thus, Plaisted infers that "identity" and "having a reason" are equivalent, that this sense of PS generalizes to all truths (24-25), and claims support for his version of NPE. This is a positive result for Plaisted, for from it he infers that extrinsic denominations are included in the individual's concept as directly as intrinsic denominations, hence the latter cannot serve as the foundation for the former (25ff.). But this is problematic.First, it leads him to affirm that some denominations are both extrinsic and intrinsic (75). This is a strange conclusion to consider positive, for it implies that there are two types of intrinsic plus extrinsic denominations. Surely this strains the boundaries of "textual merit" at least as much as Plaisted charges against reductionists. More importantly, even if the equivalence Plaisted presses holds for necessary... (shrink)

Jonathan Kvanvig has argued that “objectual” understanding, i.e. the understanding we have of a large body of information, cannot be reduced to explanatory concepts. In this paper, I show that Kvanvig fails to establish this point, and then propose a framework for reducing objectual understanding to explanatory understanding.

Unemployment is a major concern of societies and people around the world. In addressing this phenomenon, the literature has suggested a change in unemployed people’s perceptions of this transition period. In this paper, we apply a differential approach to explore the concept of unemployment normalization, an individual emotional regulation process. The results show how the global socioeconomic context and some individual and psychological variables influence the normalization of unemployment. Thus, the age of the person but also work involvement, coping (...) strategies, locus of control, and level of self-esteem have indirect differential effects, mediated by unemployment normalization dimensions, on unemployed people’s perceived health. Only neuroticism has a direct link to subjective well-being. These results offer a new understanding of the perception of unemployment and are also discussed in the area of career and vocational counseling. (shrink)

In the following paper I look at the body as a site where individual and communal normative structures come into view. Drawing from the work of Sigmund Freud and Paul Ricoeur, and through an analysis of the compulsion to repeat, I offer an understanding of psychoanalysis as a practice whereby we decipher the body’s call to configure our individual lives more humanly. This involves the interruption of the compulsion to repeat and the transition from an instinctual and organic development, (...) towards an ‘Erotic life.’ I also broaden the scope of the analysis and investigate the kinds of communal structures or bonds that the psychoanalytic concept of an ‘Erotic drive’ calls for. To this end, I introduce Walter Benjamin’s studies on the relation between different temporal and political structures. (shrink)

Despite some two decades of research on Responsible Management Education relatively little is known about RME within business. In particular, different variants of RME in business have not been studied enough to give us a thorough understanding of the nature, role and function of RME in business. To provide some remedy, this article studies RME from an internal business perspective. Through action research, it shows how a specific form of RME, building on the Shared Value concept, is shaped, (...) developed and manifested within the life-insurance and savings company Skandia. Furthermore, it develops a model for a holistic understanding of RME in business, taking into account RME actors, concepts, methods, and use. Apart from being an empirical illustration from within business of how RME becomes a tool for strategy, identity and innovation, and constructing a model for understanding RME, the article also highlights SV as the conceptual basis for RME. (shrink)

A case in point is Frank Jackson’s talk of “conceptual possibility” and “conceptual necessity.” He writes as if the issue between us is the relative methodological priority for philosophy of conceptual modalities and metaphysical modalities. In addition to the uncritical reliance on conceptual modality, another fallacy is surfacing. Paul Boghossian developed an epistemology of logic based on understanding‐assent links corresponding to fundamental rules of logic. His paradigm was modus ponens: a necessary condition for understanding “if” was supposed to (...) be willingness to assent to inferences by modus ponens involving “if.” Boghossian objects that Simon’s tolerance of assent to gappy statements undermines the presumption that he is assenting to them as true. In Nenad Miscevic paper, such competencies are postulated for the linguistic, spatial‐geometric, mathematical, metaphysical, epistemological, and moral domains. Thus Miscevic auxiliary modularity‐independent characterization offers little help in demarcating a useful category of intuition. (shrink)

In the light of partial understanding, we examine the thesis that concepts are individuated in terms of possession conditions and show that adherents face a fatal dilemma: Either concept-individuating possession conditions include cases of partially understood concepts or not. If yes, possession conditions do not individuate concepts. If no, the thesis is too restricted and lacks a minimally satisfactory level of generalization.

In this text, I connect the concept of existence worked out by Heidegger with the concepts of radical understanding. Under this concept I mean the idea that existence is the radical content of every understanding. The fact that according to Heidegger existence is understanding is then explained through their common structure: existence is possibility as well as understanding is directed prominently to possibility. But, as it is shown through wider references to ancient as well (...) as to some contemporary discussions, possibility introduces in the structure of existence a certain incommensurability: that is why existence can never be reduced to a positive, actual reality, but is always “something more” than actuality. (shrink)

Testimony spreads information. It is also commonly agreed that it can transfer knowledge. Whether it can work as an epistemic source of understanding is a matter of dispute. However, testimony certainly plays a pivotal role in the proliferation of understanding in the epistemic community. But how exactly do we learn, and how do we make advancements in understanding on the basis of one another’s words? And what can we do to maximize the probability that the process of (...) acquiring understanding from one another succeeds? These are very important questions in our current epistemological landscape, especially in light of the attention that has been paid to understanding as an epistemic achievement of purely epistemic value. Somewhat surprisingly, the recent literature in social epistemology does not offer much on the topic. The overarching aim of this paper is to provide a tentative model of understanding that goes in-depth enough to safely address the question of how understanding and testimony are related to one another. The hope is to contribute, in some measure, to the effort to understand understanding, and to explain two facts about our epistemic practices: the fact that knowledge and understanding relate differently to testimony, and the fact that some pieces of testimonial information are better than others for the sake of providing one with understanding and of yielding advancements in one’s epistemic standing. (shrink)

In this article I argue that there are two different types of understanding: the understanding we get from explanations, and the understanding we get from unification. This claim is defended by first showing that explanation and unification are not as closely related as has sometimes been thought. A critical appraisal of recent proposals for understanding without explanation leads us to discuss the example of a purely classificatory biology: it turns out that such a science can give (...) us understanding of the world through unification of the phenomena, even though it does not give us any explanations. The two types of understanding identified in this paper, while strictly separate, do have in common that both consist in seeing how the individual phenomena of the universe hang together. Explanations give us connections between the phenomena through the asymmetric, ‘vertical’ relation of determination; unifications give us connections through the symmetric, ‘horizontal’ relation of kinship. We then arrive at a general definition of understanding as knowledge of connections between the phenomena, and indicate that there might be more than two types of understanding. (shrink)

This research works within the framework of constructivist learning (based on constructivist epistemology) and examines learning as an activity of construction, and it posits that knowledge acquisition (and learning) are transformative through self-involvement in some subject matter. Thus it leads, through this constructivism to a pedagogical theory of learning. I will mainly focus on conceptual and epistemological analysis of humans’ conceptualisations based on their own mental objects (schemata). Subsequently, I will propose an analytical specification of humans’ conceptualisations and understandings over (...) their mental structures in the framework of constructivism, and I will clarify my logical [and semantic] conceptions of humans’ concept understandings. This research focuses on the philosophy of education and on logics of human learning. It connects with the topics ‘Cognition in Education’ and ‘Mental Models’. (shrink)

Traditionally, conceptual thinking is explored via philosophical analysis or psychological experimentation. We seek to complement these mainstream approaches with the perspective of a first person exploration into pure thinking. To begin with, pure thinking is defined as a process and differentiated from its content, the concepts itself. Pure thinking is an active process and not a series of associative thought-events; we participate in it, we immerse ourselves within its active performance. On the other hand, concepts are also (...) of an experiential nature. And yet, little is known about what is it like to have or produce a thought, a concept, or an idea? Is a concept our own construction, a product of our own activity, or is it something we merely discover instead of producing it? We address these issues in a systematic first person enquiry into pure thinking. (shrink)

In the light of partial (mis)understanding, we examine the thesis that concepts are individuated in terms of possession conditions and show that adherents face a fatal dilemma: Either concept‐individuating possession conditions include cases of partially (mis)understood concepts or not. If yes, possession conditions do not individuate concepts. If no, the thesis is too restricted and lacks a minimally satisfactory level of generalization.

As the concept of recognition shifts from philosophical theory to other fields of the humanities and social sciences, this volume explores the nature of this border category that exists in the space between sociological and philosophical considerations, related as it is to concepts such as status, prestige, the looking-glass self, respect, and dignity - at times being used interchangeably with these terms. Bringing together work from across academic disciplines, it presents theoretical conceptualizations of recognition, demonstrates its operationalization in historical (...) and literary research, considers recognition as a fundamental problem of sociological theory and examines the concept as a marker of social distances and redistribution. An examination and demonstration of the full potential of recognition as a category, Understanding Recognition: Conceptual and Empirical Studies explores the contemporary meanings and manifestations of recognition and sheds light on its capacity to complement the notions of status, class or prestige. As such, it will appeal to scholars of sociology and social theory, philosophy, history and literary studies. (shrink)

“It is a noble task to try to understand others, and to have them understand you but it is never an easy one”, says Everett. This paper argues that a basic prerequisite for understanding others is to have some shared concepts on which this understanding can build. If speakers of different languages didn’t share some concepts to begin with then cross-cultural understanding would not be possible even with the best of will on all sides. Current Anthropology For (...) example, Everett claims that Pirahã has no word for “mother”, no words for “before’ and “after”, no words for “one”, “two” and “all” and no words comparable to ‘think” and “want”. These claims are based, I believe, on faulty semantic analysis, and in particular, on a determination not to recognize polysemy under any circumstances. As I see it, at many points this stance makes nonsense of Everett’s own data and distorts the conceptual world of the Pirahã. Since he does not want to recognize the existence of any shared concepts, Everett is also not prepared to address the question of a culture-neutral metalanguage in which Pirahã and English conceptual categories could be compared. This often leads him to imposing cultural categories of English on the conceptual world of the Pirahã. The result is a combination of exoticism and Anglocentrism which doesn’t do justice to Everett’s long and intimate engagement with the Pirahã people and their language. Sadly, it blinds him to what Franz Boas called “the psychic unity of mankind”, reflected in the common semantic features of human languages and fully compatible with the cultural shaping of their lexicons and grammars. (shrink)

Care is among the most important concepts in healthcare. It is not only a descriptive concept, but it also conveys a normative orientation. Approaches to the ethics of care have shown that care can indeed be understood as an overarching normative concept that integrates different normative orientations. Nonetheless, determining what constitutes good care is usually a matter of finding reasonable compromises. In healthcare settings, a typical compromise involves finding a balance between optimal care for individuals on the one (...) hand and the institutional demands of providing care to many care receivers over long periods of time as well as the limits of what can legitimately be asked of individual care providers on the other. (shrink)

One of the psychological responses to audiovisual fictions that has been receiving more attention recently is appreciation, defined as a reflexive eudaimonic gratification obtained from a meaningful entertainment mode. Appreciation is the perception that the media experience has a profound meaning, has taught or revealed something. This study seeks to advance on the understanding of appreciation by youngsters. It translates and adapts the Oliver and Bartsch’s questionnaire for teenagers of three European countries. A total of 213 Italians, 55 Spaniards (...) and 42 Germans watched a drama film and immediately afterwards answered the questionnaire. The results of confirmatory factor analysis suggest the existence of four first-order factors for each country. The multi-group analysis shows the questionnaire is not invariant across groups. Thus, the concept of appreciation in its current formulation is not universal. Instead, it seems to be dependent on the cultural aspects of the audience. This article discusses the implications of such results for the understanding of appreciation and of teenagers’ media responses. It also reports mean comparisons for the invariant parameters. (shrink)

This book review outlines and comments on the ten sections of Robert Allinson’s edited collection, Understanding the Chinese Mind: The Philosophical Roots. It begins with John E. Smith, whose essay presents three types of intercultural scholarly occurrences: parallels and agreements, divergences, and conflict. Next is Robert Neville, who discusses common ontological and cosmological themes in Confucianism, Daoism, and Sinicized Buddhism. General themes are then tied to Plato and the mystical side of Western monotheistic religions. In the following essay, Chad (...) Hansen discusses his interpretation of the Chinese theory of language, suggesting that the prescriptive and socializing nature of the Chinese language make for a radically different conceptions of language and mind from Western theories (except functionalist theories), one in which concerns for truth are secondary. In response to Hansen, Christoph Harbsmeier draws on Chinese classical philosophy to argue that a concern for truth is central in the Chinese canon. The reviewer then comments on the limitations of Harbsmeier’s critique, which adopts Tarski’s ‘T schema’ of truth to assess notions of truth in Chinese classical philosophy. Continuing with the essays, Chung-ying Cheng compares Chinese and Western metaphysics on the Parmenidean problem of change. Drawing mainly from Xunzi, Antonio Cua sets up a dialogue between Confucianism and Anglo-American moral philosophy on the function and justification of ritual code. Kuang-ming Wu compares and contrasts prominent Chinese and Western approaches to the apprehension of beauty in the arts, the former being heavily analytical and prone to universal generalizations and the latter being more adumbrative and contextualized. The reviewer then comments on Wu’s apparent omission of the difference between a Western experience of beauty and Western philosophizing about the experience of beauty. The last essay, Lao Sze-kwang suggests that the difference between the practical, “orientative” direction of Chinese philosophy which aims at effecting change in the self or the world and the highly theoretical slant of Western philosophy as an absolute difference between the two canons, a difference which the reviewer welcomes but at the same time pulls back from any claims of absoluteness. Finally, the book review turns to Allinson’s introduction, which reflects on the multiplicity of perspectives in both Western and Chinese mind and, like Sze-kwang, draws attention to the higher degree of emphasis that Chinese philosophy places on practice, explaining the difference in part in terms of the propensity of Chinese philosophers to envision humanity as in or capable of regaining fundamental harmony with the cosmos. The reviewer concludes with suggestions for further dialogues. (shrink)

Heuristics are often invoked in the philosophical, psychological, and cognitive science literatures to describe or explain methodological techniques or "shortcut" mental operations that help in inference, decision-making, and problem-solving. Yet there has been surprisingly little philosophical work done on the nature of heuristics and heuristic reasoning, and a close inspection of the way(s) in which "heuristic" is used throughout the literature reveals a vagueness and uncertainty with respect to what heuristics are and their role in cognition. This dissertation seeks to (...) remedy this situation by motivating philosophical inquiry into heuristics and heuristic reasoning, and then advancing a theory of how heuristics operate in cognition. I develop a positive working characterization of heuristics that is coherent and robust enough to account for a broad range of phenomena in reasoning and inference, and makes sense of empirical data in a systematic way. I then illustrate the work this characterization does by considering the sorts of problems that many philosophers believe heuristics solve, namely those resulting from the so-called frame problem. Considering the frame problem motivates the need to gain a better understanding of how heuristics work and the cognitive structures over which they operate. I develop a general theory of cognition which I argue underwrites the heuristic operations that concern this dissertation. I argue that heuristics operate over highly organized systems of knowledge, and I offer a cognitive architecture to accommodate this view. I then provide an account of the systems of knowledge that heuristics are supposed to operate over, in which I suggest that such systems of knowledge are concepts. The upshot, then, is that heuristics operate over concepts. I argue, however, that heuristics do not operate over conceptual content, but over metainformational relations between activated and primed concepts and their contents. Finally, to show that my thesis is empirically adequate, I consider empirical evidence on heuristic reasoning and argue that my account of heuristics explains the data. (shrink)

Can subjects genuinely possess concepts they do not understand fully? A simple argument can show that, on the assumption that possession conditions are taken to fully individuate concepts, this question must be answered in the negative. In this paper, I examine this negative answer as possibly articulated within Christopher Peacocke’s seminal theory. I then discuss four central lines of attack to the view that possession of concepts requires full understanding. I conclude that theorists should acknowledge the existence of indefinitely (...) many cases of genuine concept possession for partially understood concepts and therefore face the determination challenge, namely, the challenge of fully determining concept individuation from concept possession conditions of partially understood concepts. (shrink)

Democracy is a political system that has some universal appeal, and, this seems to invest it with some kind of legitimacy over other systems of government. But this in no way suggests that it is homogenously conceived or practiced across the world—particularly in Western and African countries. Yet there is some supposition that some cultures have (almost) perfected their practice of democracy while others are learning its rudiments. This tends to arouse the philosopher's interest in the conceptual and practical bases (...) for the supposition. In African philosophy, the notion of consensus has often been touted as a kernel and mēnsūra for evidence of democracy in traditional African thought. This paper examines the propriety of this move, taking into account the specific positions of the Ghanaian philosophers, Kwasi Wiredu and Kwame Gyekye. It explores the political dynamics of contemporary Africa and brings out the challenges and prospects for the sort of democracy that is being practiced—or, at least, is said to be practiced—in Africa. It is often debated in African political thought whether consensus or majoritarian rule (characterized by such activities as voting and multipartism) defines democracy, but the paper argues that neither of them really brings about democracy. It then highlights the humanistic end of democracy. Using the Ghanaian experience especially, the paper proposes ways of improving the understanding and practice of democracy in Africa. (shrink)

The article offers a speculative comparison of two approaches to modern materialist science – that of Heidegger based on the understanding of ecstatic time and that of Bergson based on the notion of vital momentum, or pure duration. Bergson’s notion of vital momentum can be derived from the Heideggerian ecstasy of the future. The notion of fundamental material elements as well as the notion of their lawful movement can be derived from the Heideggerian ecstasies of the past and (...) the present. Bergson also sees modern science as based on the concept of what is finished (past) and of what is present (given). While Bergson opposes his vital momentum to the notion of matter which underlies modern materialist science, Heidegger shows the historical origin of these notions in the Greek understanding of Presence and also the ontological origin in Presence as ecstatic time. Bergson’s pure duration is a mode of the inauthentic understanding of temporality. The analysis and comparison draw on phenomenological-hermeneutical approach, fundamental ontology as well as ‘philosophy of life’. (shrink)

Theories of embodied cognition assume that concepts are grounded in non-linguistic, sensorimotor experience. In support of this assumption, previous studies have shown that upwards response movements are faster than downwards movements after participants have been presented with words whose referents are typically located in the upper vertical space. This is taken as evidence that processing these words reactivates sensorimotor experiential traces. This congruency effect was also found for novel words, after participants learned these words as labels for novel objects that (...) they encountered either in their upper or lower visual field. While this indicates that direct experience with a word's referent is sufficient to evoke said congruency effects, the present study investigates whether this direct experience is also a necessary condition. To this end, we conducted five experiments in which participants learned novel words from purely linguistic input: Novel words were presented in pairs with real up- or down-words ; they were presented in natural sentences where they replaced these real words ; they were presented as new labels for these real words ; and they were presented as labels for novel combined concepts based on these real words. In all five experiments, we did not find any congruency effects elicited by the novel words; however, participants were always able to make correct explicit judgements about the vertical dimension associated to the novel words. These results suggest that direct experience is necessary for reactivating experiential traces, but this reactivation is not a necessary condition for understanding the corresponding aspects of word meaning. (shrink)