In this article I present HYPER-REF, a model to determine the referent of any given expression in First-Order Logic. I also explain how this model can be used to determine the referent of a first-order theory such as First-Order Arithmetic. By reference or referent I mean the non-empty set of objects that the syntactical terms of a well-formed formula pick out given a particular interpretation of the language. To do so, I will first draw on previous work to make explicit (...) the notion of reference and its hyperintensional features. Then I present HYPER-REF and offer a heuristic method for determining the reference of any formula. Then I discuss some of the benefits and most salient features of HYPER-REF, including some remarks on the nature of self-reference in formal languages. (shrink)

In this book chapter written for a popular audience, I discuss classic issues surrounding luck, determinism and probability in the context of the penalty shoot-outs used in football’s World Cup. Can it ever make objective sense to blame an outcome on bad luck? I go on to discuss whether we can legitimately pin the blame on any one factor at all, such as a referee. This takes us into issues surrounding the apportioning of causal responsibility.

This article argues that the Seven Solutions in the US, and the Research Excellence Framework in the UK, manifest the vice of epistemic insensibility. Section I provides an overview of Aristotle's analysis of moral vice in people. Section II applies Aristotle's analysis to epistemic vice, developing an account of epistemic insensibility. In so doing, it contributes a new epistemic vice to the field of virtue epistemology. Section III argues that the (US) Seven Breakthrough Solutions and, to a lesser extent, the (...) (UK) Research Excellence Framework manifest two key features of the vice of epistemic insensibility. First, they promote a failure to desire, consume, and enjoy some knowledge that it is appropriate to desire, consume, and enjoy. Second, they do so because they wrongly assume that such knowledge is not epistemically good. The Solutions wrongly assume that any research that lacks ‘impact’, in the form of funding, thereby lacks epistemic value. The REF wrongly assumes of otherwise comparable bodies of research, that the research that lacks ‘impact’ has less epistemic value. (shrink)

"It’s a beautiful thing, the destruction of words. Of course the great wastage is in the verbs and adjectives, but there are hundreds of nouns that can be got rid of as well. It isn’t only the synonyms; there are also the antonyms. After all, what justification is there for a word which is simply the opposite of some other word? A word contains its opposite in itself. Take “good”, for instance. If you have a word like “good”, what need (...) is there for a word like “bad”? “Ungood” will do just as well — better, because it’s an exact opposite, which the other is not." (Syme, in George Orwell's Nineteen Eighty-Four) This chapter is about opposites and Newspeak in Orwell's Nineteen Eighty-Four. (shrink)

Almost all academics sigh at any mention of the REF. Preparing submissions for the Research Excellence Framework takes up a lot of effort, but is important because the REF determines a department's funding allocation from a finite pot of cash. As such, it is seen as a necessary evil by most staff. However, the REF poses ethical problems in addition to the stress it causes. As it stands, the REF is exacerbating a schism between research and teaching staff, encouraging deceptive (...) attribution of authorship, and failing to give due credit (and cash) to deserving research. As such, the REF needs some serious refereeing. (shrink)

La détermination du statut de la dialectique aristotélicienne aura certes été l'une des principales tâches auxquelles se seront consacrés les chercheurs de cette seconde moitié du siècle. Le nombre d'études qui traitent de cette question est en effet considérable. Or en dépit de tous ces travaux, l'interprétation de certains passages, où Aristote traite expressément du statut de la dialectique, demeure controversée. C'est entre autres le cas d'un court passage du chapitre 11 desRéfutations sophistiques(=RS), chapitre à propos duquel É. Weil a (...) déjà écrit, dans un article célèbre, qu'il «est décisif pour l'interprétation de la dialectique». Nous nous efforcerons donc, dans un premier temps, d'interpréter ce passage (11, 172a9–15) à la lumière du contexte précis où il s'inscrit; puis, dans un second temps, nous présenterons et discuterons les interprétations que certains des plus grands aristotélisants contemporains (G. E. L. Owen, J. Owens et P. Aubenque) ont données de ce passage. (shrink)

This article discusses the intensification of research performance demands in UK universities in relation to the complex terrain of academic identity formation. It considers whether a demand for academic researchers to produce and evidence economic and societal impact – in the rewards game of the UK’s performance-based research funding system, the Research Excellence Framework – influences their self-concept as ‘engaged researchers’. While a designation of being REF impactful may be considered constitutive to a researcher’s sense of self-worth and advantageous to (...) their professional and institutional profile, a consultation of researchers included within REF2014 impact case studies challenges these assumptions. Instead, respondents are found to complain of identity dispossession and exploitation by their universities where their public contributions are appropriated for positional gain. Their testimony confirms the prevalence of a culture of ‘competitive accountability’ across UK universities which is with a systemic insatiability for ‘scholarly distinction’, causing the privileging of appearance in rationalisations of publicly funded research. Using the theoretical insights of Guy Debord and Erving Goffman it is argued that REF impact elucidates the UK higher education sector as a ‘society of the Spectacle’ that subjugates ‘authentic’ versions of the academic Self. However, REF-impact is also seen to provide an opportunity for cultural detournément and a means to elicit and concurrently invert ‘simulations’ of research praxis’, thus enabling the assertion or ‘front-staging’ of perceived and idealised academic identities. (shrink)

The present study tested the impact of attention training on cognition; secondary appraisal of perceived stress, and on metacognition; meta-worry in stressed students. Theoretically derived from the Self-Regulatory Executive Function model (S-REF model; Wells & Matthews, 1994a; 1996), the Attention Training Technique (ATT; Wells, 1990) is intended to promote flexible, voluntary external attention and has been shown to reduce symptoms of psychological distress. The present experimental study explored the effects of ATT on cognitive and metacognitive levels of appraisal, namely perceived (...) stress (primary outcome) and meta-worry (secondary outcome). Stressed students were randomized to an experimental ATT group (n = 23) or a control group (n = 23). The ATT group attended an initial training session followed by four weeks of individual (12 minutes) daily ATT practice. The control group waited for four weeks before receiving the intervention. The outcomes were scores on the Perceived Stress Scale 14 (PSS-14) and the Meta-Worry Questionnaire (MWQ) frequency and belief subscales at post study. Both measures decreased significantly following ATT with large pre to post effect sizes but there were minimal changes in the control group. The between group differences were statistically significant. The results add to the literature on the potential effects of ATT by demonstrating effects on the content of cognitive stress appraisals and on meta-worry in an academic setting in a stressed student sample. (shrink)

REF is the statement that every stationary subset of a cardinal reflects, unless it fails to do so for a trivial reason. The main theorem, presented in Sect. 0, is that under suitable assumptions it is consistent that REF and there is a κ which is κ+n -supercompact. The main concepts defined in Sect. 1 are PT, which is a certain statement about the existence of transversals, and the “bad” stationary set. It is shown that supercompactness (and even the failure (...) of PT) implies the existence of non-reflecting stationary sets. E.g., if REF then for manyλ ⌝ PT(λ, ℵ1). In Sect. 2 it is shown that Easton-support iteration of suitable Levy collapses yield a universe with REF if for every singular λ which is a limit of supercompacts the bad stationary set concentrates on the “right” cofinalities. In Sect. 3 the use of oracle c.c. (and oracle proper—see [Sh-b, Chap. IV] and [Sh 100, Sect. 4]) is adapted to replacing the diamond by the Laver diamond. Using this, a universe as needed in Sect. 2 is forced, where one starts, and ends, with a universe with a proper class of supercompacts. In Sect. 4 bad sets are handled in ZFC. For a regular λ {δ<+ : cfδ<λ} is good. It is proved in ZFC that ifλ=cfλ>ℵ1 then {α<+ : cfα<λ} is the union of λ sets on which there are squares. (shrink)

In Ref. 1 we have considered the finite-dimensional quantum mechanics. There the quantum mechanical space of states wasV=C r. It is known that the second quantization of this space is the space of square-summable functions of finite number of variables(L 2(Rr,dx)) (Segal isomorphism). Creation and annihilation operators were introduced in Ref. 1, and the former coincided with the usual position and momentum operators in the conventional quantum mechanics. In this paper we shall investigate the spectral properties of field operators. We (...) shall show that the isomorphism between the exponential ofV andL 2(Rr,dx) can be understood as the decomposition by generalized eigenvectors of field operators (“Fourier transform”). (shrink)

Je lui ai associÉ un court extrait d'une revue de questions portant sur le même thème. Implicit memory is revealed when previous experiences facilitate perf on a task that does not require conscious or intentional recollection of those expces. Explicit memory is revealed when perf on a task requires conscious recolelction of previous expces. Il s'agit de defs descriptives qui n'impliquent pas l'existence de deux systs de mÉmo sÉparÉs. Historiquement Descartes est le premier ˆ faire mention de phÉnomènes de mÉmo (...) implicites, Leibniz, Maine de Biran, Bergson en ont Également parlÉ. Korsakoff (1889) avec ses travaux sur les amnÉsiques montre qu'ils sont capables d'utiliser de l'info qu'ils ont acquises dans des Épisodes rÉcents sans pour autant manifester le moindre souvenir de l'Épisode. L'interprÉtation de ces phÉnomènes Était alors que ça renvoyait ˆ des traces en mÉmoire trop tÉnues pour accèder jusqu'au champ de la conscience. Cette interprÉtation va pouvoir être ÉcartÉe par les travaux rÉcents. Thorndike a Également conduit un nbre important de travaux sur MI. Les trauvaux un peu plus rÉcents ont montrÉ qu'un apprentissage antÉrieur pouvait faciliter une perfce sans qu'il y ait ref explicite à l'Épisode d'apprentissage. On a montrÉ aussi l'effet de stimuli subliminaux, qui en tant que tels ne peuvent pas être rappelÉs consciemment, mais qui influencent la conduite ou les jugts ultÉrieurs. Par ex, la prÉsentation de formes sur des temps très courts qui excluent la possibilitÉ d'une perception consciente influence significativement lechoix de formes dans une pÉreuve ultÉrieure de choix forcÉs où les sjts doivent indiquer la forme qu'il prÉfère entre deux. Ils choisissent prÉfÉrentiellement celles qui leur ont ÉtÉ prÉsentÉes de manière subliminale. De même Bargh et al. ont montrÉ que des sjts soumis de manière subliminale ˆ des mots hostiles portent ultÉrieurement des jugts plus nÉgatifs sur une personne target. Il ya Également eu des travaux sur l'apprsge ou le condt without awareness en particulier apprsge implicite de règles de grammaire (ie le sjt peut construire de nouvelles phrases conformes ˆ la syntaxe de celles qui lui ont ÉtÉ prÉsentÉes sans pour autant petre capables d'noncer les règles de grammaire qu'il utilise) Rem: N'est ce pas un pbe de typemÉtacognition??? Enfin, tous les travaux sur le priming sont des elts en faveur de MI: Facilitation in the processing of a stimulus as a function of a recent encounter with the same stimulus. Type de perfce sur lesquels les effets de priming ont ÉtÉ dÉmontrÉs: -T‰ches de dÉcision lexicale: Le sjt doit dire si la cha"ne de caractères qu'on lui prÉsente est un mot ou pas: Le temps de latence est beaucoup plus court si la cha"ne a dÉjˆ ÉtÉ prÉsentÉe une première fois. -Mesures de temps d'identification de mots en rpÉsentation tachitoscopiques -ComplÉmentation de mots: les sjts ont tendance ˆ complÉter pour crÉer les mots qui leur ont ÉtÉ prÉsentÉs antÉrieurement. L'intÉrêt pour le paradigme de priming se retouve chez les gens qui s'intÉressent ˆ: -reconnaissance de mots et organisation lexicale. les effets de priming permettent de faire des hyps sur l'accès lexical et la reprÉsentation. -M. Épisodique: travux sur les amnÉsiques qui ne se souviennent pas qu'on vient de leur prÉsenter des mots mais qui manifestent une mÉmoire implicite lorsqu'on leur fait faire de la complÉmentation de mots. DISSOCIATION ENTRE M.I. ET M EXPLICITE 1-Si de nombreux travaux montrent que la M explicite est influencÉe par le travail d'Élaboration (profondeur de traitement) en jeu pendant la première phase d'Étude des stimuli, il semble que la MI ne le soit pas. 2-Le changt de modalitÉ (par ex auditif -> visuel) entre la phase d'Étude et la phase de test provoque une attÉnuation importante de l'effet de priming si le test est un test de MI mais pas si c'est un test de ME. 3-Les effets de primings persistent assez largement sur plusieurs jours ce qui n'est pas le cas des perfces ˆ une Épreuve de reconnaissance. 4-Les perfces sur des tests de MI ne semblent pas influencÉes par des manipulations d'interfÉrences proactives ou rÉtroactives dont on sait qu'elles influencent les perfces en ME. 5-Absce de corrÉlation entre perfces ˆ des tests de reconnaissance et perfces ˆ une Épreuve de complÉmentation de mots. SIMILARITES ENTRE PRIMING ET REMEMBERING 1- A certaines conditions les durÉes de rÉtention on des effets parallèles sur les effets de priming et les mesures de ME (REm: en partie contradictoire avec 3 ci dessus) 2-La manipulation du contexte de la liste lors de la phase d'Étude affecte ˆ la fois les perfces en reconnaissance et en identification de mots. 3- ME et MI sont influencÉes par des associations nouvellement acquises entre des paires de mots non reliÉes (Rem: contradictoires avec 4 ci dessus ??) 4- Rem: Le contraire de 1 du pt "dissociation" !!!! dans une manip particulière 5-Johnston et al. ont montrÉ que des mots identifÉs plus rapidement Étaient plus svt jugÉs comme 'old' dans une t‰che de reconnaissance que les mots identifiÉs plus lentement. Il n'est pas exclu que les phÉnomènes que l'on interprètent comme relevant de MI soient parfois de la ME involontaire cad des cas o les cues fournis dans le test conduisent ˆ un souvenir involontaire mais totalement conscient. LES INTERPRETATIONS THEORIQUES DE MI 1-Les effets de priming sur des test de MI sont attribuables ˆ l'activation temporaires de reprÉsentations ou structures de K prÉ-existantes . Cette activation est supposÉe avoir lieu de manière automatique, indÉpendamment des processus d'Élaboration nÉcessaires pour Établir de nouvelles traces Épisodiques. 2- les difÉrences entre ME et MI sont dues ˆ la nature et aux relations entre les processus d'encodage et de rÉcupÉration. Une version de cette approche est celle qui s'appuie sur la distinction entre processus dirigÉs par les donnÉes et processus dirigÉs par les concepts. Ces derniers reflètent des activitÉs initiÉes par le sjt comme l'Élaboration, l'organisation et la reconstruction, c'est sur ce type de processus que reposerait la ME alors que la MI reposerait sur des processus data-driven. 3-ME et MI renvoient ˆ des systs sous jacents diffÉrents. Pour Cohen & Squire (1984), la ME est supportÉe par une M DECLARATIVE , syst qui est en jeu dans la formation de nouvelles reprÉsentations. La MI repose sur un syst PROCEDURAL dans lequel la M se manifeste par des modifications on line de procÉdures ou opÉrations de traitement. Le syst de M Épisodique est vu comme la base pour le souvenir explicite d'evts rÉcents tandis que la M sÉmantique est responsable des perfces sur des tests de MI. Chacune de ces approches est conforme ˆ certaines des donnÉes recueillies mais pas ˆ d'autres. (shrink)

« Qu'est-ce qu'un homme révolté? Un homme qui dit non. Mais s'il refuse, il ne renonce pas : c'est aussi un homme qui dit oui, dès son premier mouvement. »[réf. nécessaire] D'apparence, il existe une limite à la révolte. Cependant, la révolte est un droit. La révolte naît de la perte de patience. Elle est un mouvement et se situe donc dans l'agir. Elle se définit par le « Tout ou Rien », le « Tous ou Personne ». En premier, (...) elle soumet l'idée d'égalité : position d'égal à égal entre le maître et l'esclave. Mais le révolté finit par imposer cette égalité qui se traduit souvent par une inversion des rôles (dialectique hégélienne). Suivant le raisonnement de Scheler, l'homme révolté n'est pas l'homme du ressentiment, c'est-à-dire qu'il ne baigne ni dans la haine ni dans le mépris. La révolte enfante des valeurs. De fait, « pour être, l'homme doit se révolter ». La révolte extirpe l'homme de la solitude puisqu'elle est collective, c'est l'« aventure de tous ». Néanmoins, faire l'expérience de la révolte, c'est faire l'expérience de l'ascèse. Les mythes de Prométhée, d'Achille (avec Patrocle), d'OEdipe et d'Antigone, sont des archétypes de révoltes antiques au même titre que la révolte de Spartacus. La révolte est souvent légitime, elle est l'expression la plus pure de la liberté et semble revêtir le visage de l'espoir. De surcroît, la révolte impose une tension, elle refuse donc formellement le confort de la tyrannie ou de la servitude. Le révolutionnaire a la volonté de « transformer le monde » (Marx) alors que le révolté veut « changer la vie » (Rimbaud). (shrink)

Neuroplasticity is a core feature of the brain throughout the entire life of the individual. And when injury to the adult brain destroys part of the circuitry mediating behaviour and/or conscious experience, neuroplasticity is required to bring about the highest possible degree of post-traumatic functional recovery. But is the brain able to recreate the lost circuitry? Scrutiny of the impressive plasticity seen during development and in the adult brain reveals many similarities -- but also some crucial differences. And studies of (...) the mechanisms of functional recovery demonstrate that even an apparently 'full recovery' of the surface phenomena of behaviour and/or conscious representations is accomplished without a recreation of the lost circuitry. Instead, the post-traumatic process utilizes mechanisms, which have evolved to mediate problem solving in the intact brain. The newly developed REF model suggests how such dynamic reorganizations occur in the intact and injured brain. (shrink)

This monograph offers a novel, neurocognitive theory concerning words and language. It explores the distinction between inferential and referential semantic competence. The former accounts for the relationship of words among themselves, the latter for the relationship of words to the world. The author discusses this distinction at the level of the human brain on both theoretical and neuroscientific grounds. In addition, this investigation considers the relation between the inf/ref neurocognitive theory and other accounts of semantic cognition proposed in the field (...) of neurosemantics, as well as some potential implications of the theory for clinical neuroscience and the philosophy of semantics. Overall, the book offers an important contribution to the debate about lexical semantic competence. It combines a strong philosophical and linguistic background with a comprehensive and critical analysis of neurosemantic literature. Topics discussed lie at the intersection of philosophical semantics, linguistics, neurolinguistics, cognitive science, artificial intelligence, cognitive neuroscience, and clinical psychology. Due to its interdisciplinary orientation, coverage is rich in introductory remarks and not overly technical, therefore it is accessible to non-experts as well. (shrink)

I introduce a distinction between general and local model-data symbiosis and offer three examples of local symbiosis in the fields of meteorology and climate science. Local model-data symbiosis ref...

What kind of reference (if any) do terms such as “pencil,” “chair,” “television,” and so on have? On the matter, a de-bate between directly referential theorists and descriptiv-ist theorists is open. It is largely acknowledged that natural kind terms (such as “water,” “gold,” “tiger,” etc.) are directly referential expressions (cf. Putnam,1975). That is, they are expressions whose reference is determined by their refer-ents' nature, independent of whether we know or will ever know what this nature is. However, it does not (...) seem like-wise convincing that all artifactual kind terms (like “pen-cil,” “chair,” “television,” etc.) semantically behave the same. Terms for artifactual kinds seem more likely to be subjected to a descriptivist view, that is, definable not by links to their extensions' nature but in terms of conjunctions or clusters of properties. In his celebrated “The Meaning of ‘Meaning’” (1975), Hilary Putnam originated the mentioned debate by arguing that artifactual kind terms also refer directly. Thus, the discussion ultimately revolves around establishing whether artifactual and natural kind terms are both directly referential expressions. The authors engaged in this debate have tried to argue in favor of (or against) Putnam's proposal by highlighting the similarities (or differences) between nat-ural vis-à-vis artifactual kind words and their respective ref-erents. This paper aims to provide a thorough and reasoned overview of the debate at stake, pointing out trends and problems associated with each proposed account. (shrink)

To address certain seemingly irresolvable conflicts between patients and clinicians regarding treatment plans that are rooted in patients' religious or spiritual beliefs, Kuczewski (2007), in a ref...

Kant (Grounding for the Metaphysics of Morals. Hackett, Indianapolis, 1797) described honesty as ‘a sacred command of reason’ which should be obeyed at all times and at any cost. This study inquires into the practice of dishonesty, deception, and deceit by universities in the UK in the pursuit of quality indicators such as league table positions, Research Excellence Framework (REF) scores, and student satisfaction survey results. Deception occurs when the metrics which inform these tables and surveys are manipulated to suggest (...) an improvement in quality when, in fact, the raised scores are merely the result of clever strategic planning. Deceit occurs when these manipulated scores are deliberately and knowingly presented as real improvements in research and educational quality. It might be argued that, within the context of the artificial ivory tower world of academe, this is a game played by almost every academic in every higher education institution with no real losers and little wider consequence. However, this study suggests that some of the strategies employed by institutions to improve their scores without directly addressing the issue of quality can, in certain practice‐based disciplines such as nursing, result in dire consequences for practitioners and service users. It concludes with a number of suggestions taken from personal experience to resolve the tension between the contractual demands placed on nurse academics by their employers and the moral and practical obligations of their professional body, most notably the use of subversion. The conclusion, contra Kant, is that the most effective strategy against dishonesty and deception is often more dishonesty and deception. (shrink)

The ongoing debate about a “replication crisis” has put scientific failure in the spotlight, not only in psychological research and the social sciences but also in the life sciences. However, despite this increased salience of failure in research, the concept itself has so far received little attention in the literature (for an exception, see Ref. 1). The lack of a systematic perspective on scientific failure—a daily experience for researchers—hampers our understanding of this complex phenomenon and the development of efficient policies (...) and measures to address it. Without a better grasp of the multiple dimensions of scientific failure, there is a risk that necessary measures will be neglected or that inadequate policies will be adopted because different kinds of failures require different responses. Developing a basic taxonomy of scientific failure will help to identify connections between different types of failures and benefit the formulation of policy measures for improving replicability. (shrink)

Should philosophy help address the problems of non-philosophers or should it be something isolated both from other disciplines and from the lay public? This question became more than academic for philosophers working in UK universities with the introduction of societal impact assessment in the national research evaluation exercise, the REF. Every university department put together a submission describing its broader impact in case narratives, and these were graded. Philosophers were required to participate. The resulting narratives are publicly available and provide (...) a unique resource permitting a more comprehensive, empirically based consideration of philosophy’s influence outside the academy than has hitherto been possible. This paper takes advantage of this data to develop a cartography of the ways in which philosophers engage society in their work. We identify five approaches: dissemination, engagement, provocations, living philosophy, and philosophy of X. We compare these along the six dimensions proposed by Frodeman and Briggle to characterize the ideal field philosopher. We conclude that there are multiple ways of being a field philosopher, which vary in their emphasis. This pluralism bodes well for the expansion of philosophy’s societal influence, since there are routes available to suit different preferences. (shrink)

This document is designed to give guidance on assessing researchers in bioethics/medical ethics. It is intended to assist members of selection, confirmation and promotion committees, who are required to assess those conducting bioethics research when they are not from a similar disciplinary background. It does not attempt to give guidance on the quality of bioethics research, as this is a matter for peer assessment. Rather it aims to give an indication of the type, scope and amount of research that is (...) the expected in this field. It does not cover the assessment of other activities such as teaching, policy work, clinical ethics consultation and so on, but these will be mentioned for additional context. Although it mentions the UK’s Research Excellence Framework, it is not intended to be a detailed analysis of the place of bioethics in the REF. (shrink)