Historians of the Roman Empire have been nearly unanimous in giving the ill-fated Caesar whom Hadrian designated as his successor the cognomen Verus ascribed to him by Spartianus.2 Following the same biographer Annalists have given the names Aurelius and Annius to his father and grandfather. Noris in his Epistola Consularis3 maintained against Pagi that the original names of this prince were Lucius Ceionius Commodus, that neither he nor any of his family bore the names Aurelius, Annius, or Verus ascribed to (...) them in the Historia Augusta, but that the name Verus has been mistakenly reflected upon him from his more famous son L. Verus Augustus the colleague of M. Aurelius Antoninus. De Tillemont4 rejected Noris’ opinion on purely literary grounds, saying, ‘il est bien difficile de croire qu'un auteur ait esté assez ignorant et assez malheureux pour nommer toujours un prince, mesme en faisant exprès son histoire, d'un nom qu'il n'a jamais eu.’ By consequence the mistake, if mistake it be, is become inveterate and is repeated5 down to our own day. Klebs6 alone rejects the jiame, and the error is not corrected in Dr. Bury's edition of Gibbon. (shrink)

I desire to invite the attention of students of Plato and of Greek mathematics to a solution of a passage which has long been a field of controversy for critics. For brevity's sake I shall take for granted an acquaintance with the two solutions which at present dispute the field, and further adopt certain positions which previous enquirers have established beyond reasonable doubt.

There are many alternative ways that a mind or brain might represent that two of its representations were of the same object or property, the 'Strawson' model, the 'duplicates' model, the 'synchrony' mode, the 'Christmas lights' model, the 'anaphor' model, and so forth. I first discuss what would constitute that a mind or brain was using one of these systems of identity marking rather than another. I then discuss devastating effects that adopting the Strawson model has on the notion that (...) there are such things as modes of presentation in thought. Next I argue that Evans' idea that there are 'dynamic Fregean thoughts' has exactly the same implications. I argue further that all of the other models of thought discussed earlier are in fact isomorphic to the Strawson model. a search for the source of these difficulties reveals the classical notion of modes of presentation as resting on two assumptions, neither of which I recommend. It depends on denying that the way the mind reacts to or understands the thoughts or ideas that it harbours has any bearing on their intentional contents. And it depends on an internalist view of thought content, in particular, on denying that the natural informational content carried or potentially carried by a thought has any bearing on its intentional content. (shrink)

Classroom discussion constitutes a unique opportunity for student deliberation and is often believed to be a desirable attribute of Social Science teaching. Yet, despite its potential, large scale observational research on discussion in Nordic classrooms is scarce. To address this shortcoming, the present study investigated the prevalence and contexts of classroom discussion in a Nordic sample of 375 teaching segments (each lasting 15 min). The sample was gathered through video observations, and discussion was measured by an element from the Protocol (...) for Language Arts Teaching Observations. Discussion was present in 39.2% of the investigated segments but was very unequally distributed across classes. While this study found classroom discussion to be most likely during small group work, in the middle of a 45-min lesson, and in schools with high achieving students, more research is needed to determine the sources of inequality in social science students’ opportunities for classroom deliberation. (shrink)

This book explores solving the problem of complexity for science in the 21st century.

Religionsphilosophie hat sich nach Jörg Splett mit einer Fundamentalfrage zu befassen: Woher stammt die Idee des Guten, deren Sollensanspruch den Menschen unmittelbar trifft und ihm als Grund zur Mitliebe und Dankbarkeit aufleuchtet? Die vorliegende Festschrift zum 80. Geburtstag des Jubilars versammelt Beiträge im Spannungsfeld von Vernunft, Glaube und Liebe, die den Menschen in welthaften Symbolbeziehungen – z. B. des Spiels, der Ehe, der Personalität, der Individualität, des Mutterseins, der Theodizee, der Sinnfrage, der „Grenze der Sprache“ und der Suche nach Transzendenz (...) – denken. Im Mitlieben der Welt symbolisiert sich der Ursprung des Guten. (shrink)

This volume outlines a model of language that can be characterized as functionalist, usage-based, dynamic, and complex-adaptive. The core idea is that linguistic structure is not stable and uniform, but continually refreshed by the interaction between three components: usage, the communicative activities of speakers; conventionalization, the social processes triggered by these activities and feeding back into them; and entrenchment, the individual cognitive processes that are also linked to these activities in a feedback loop. Hans-Joerg Schmid explains how this multiple feedback (...) system works by extending his Entrenchment-and-Conventionalization Model, showing how the linguistic system is created, sustained, and continually adapted by the ongoing interaction between usage, conventionalization, and entrenchment. Fulfilling the promise of usage-based accounts, the model explains how exactly usage is transformed into collective and individual grammar and how these two grammars in turn feed back into usage.0The book is exceptionally broad in scope, with insights from a wide range of linguistic subdisciplines. It provides a coherent account of the role of multiple factors that influence language structure, variation, and change, including frequency, economy, identity, multilingualism, and language contact. (shrink)

Abduction, deduction and induction are different forms of inference in science. However, only a few attempts have been made to introduce the idea of abductive reasoning as an extended way of thinking about clinical practice in nursing research. The aim of this paper was to encourage critical reflections about abductive reasoning based on three empirical examples from nursing research and includes three research questions on what abductive reasoning is, how the process has taken place, and how knowledge about abductive reasoning (...) based on the examples can inform nursing research and clinical practice. The study has a descriptive and explorative approach using a convenience sample of three empirical studies from nursing research. The three studies illustrate different ways to enter the abductive reasoning process in steps. They represent new caring models, which offer visual and cognitive maps for expanding nursing research, education and thus informing care. Therefore, we suggest that abductive reasoning may be beneficial for different ways of knowing and demonstrates scientific innovation to shed new light on health phenomena, which can help researchers and practitioners to gain a broader and deeper understanding of nursing care inquiry. However, more studies are needed to broaden this scope. (shrink)