Many studies have reported neural correlates of visual awareness across several brain regions, including the sensory, parietal, and frontal areas. In most of these studies, participants were instructed to explicitly report their perceptual experience through a button press or verbal report. It is conceivable, however, that explicit reporting itself may trigger specific neural responses that can confound the direct examination of the neural correlates of visual awareness. This suggests the need to assess visual awareness without explicit reporting. One way to (...) achieve this is to develop a technique to predict the visual awareness of participants based on their peripheral responses. Here, we used eye movements and pupil sizes to decode trial-by-trial changes in the awareness of a stimulus whose visibility was deteriorated due to adaptation-induced blindness. In the experiment, participants judged whether they perceived a target stimulus and rated the confidence they had in their perceptual judgment, while their eye movements and pupil sizes were recorded. We found that not only perceptual decision but also perceptual confidence can be separately decoded from the eye movement and pupil size. We discuss the potential of this technique with regard to assessing visual awareness in future neuroimaging experiments. (shrink)

Although modern education is expected to solve social problems, it has brought about new problems. While theoretical critiques of education have not always been successful, with the transition to a data-driven society, education as a historical product is actually losing its efficacy. However, this does not mean that acquisition of knowledge and skills is becoming unnecessary. Prompted by the need to change the purpose of public education, we are forced to rethink the nature of education boldly. Competency-based education, as advocated (...) by the OECD, appears to have led to such rethinking; however, it is widely accepted as a revised version of modern education. If this trend continues, the contradiction between education and society will deepen further. To overcome this contradiction, we must change our view of education. With education and learning having an asymmetrical relationship to begin with, the clue to changing our view of education lies in re-examining our view of learning. A more comprehensive way of learning that has accompanied human history is attracting the attention of various disciplines. I present a redefined framework for learning that is inherent to humans, which I call the ecological view of learning, and explore an alternative to modern education, learning from the Japanese thought on ‘Manabi (learning).’. (shrink)

Trata-se de uma resenha da tradução de Celi Hirata das Questões sobre a Liberdade, a Necessidade e o Acaso de Thomas Hobbes.

Resumo: O presente estudo procura construir novas hipóteses interpretativas sobre a gênese do poder civil em Thomas Hobbes, a partir do estudo da passagem clássica do estado de natureza para o estado civil. Consideramos que tal passagem, para além das interpretações canônicas, é um topos, encontrado na tradição retórica, especialmente em Cícero, em seu De inventione. Neste contexto, o discurso eloquente aparece como elemento originário e fundamental do Estado civil. Tal apropriação por parte de Hobbes emerge dentro de uma perspectiva (...) que trata a arte retórica como fonte de conhecimento, sobrepondo a questão do ornato da linguagem, de modo a compor um importante elemento dentro de sua concepção de poder civil. (shrink)

O presente estudo argumenta que, para Hobbes, a retórica constituiu-se como um importante aparato linguístico e conceitual disponível em seu tempo, sobretudo para a descrição dos fenômenos físicos na ciência experimental nascente no contexto do século XVII inglês. Considerando que os parâmetros epistêmicos na descrição desta ciência estavam por se desenvolver, Hobbes buscou soluções nas doutrinas das artes do bem falar, a começar em sua antropologia. A noção de conato em Hobbes indica o peso da tradição retórica clássica em sua (...) filosofia, com destaque para Aristóteles, os estoicos e Quintiliano. Veremos como a retórica, articulada à física e à ética, constituiu um relevante paradigma de expressão e de investigação de Thomas Hobbes sobre o conato e vai além do ornamento do texto em seu estudo sobre os corpos. (shrink)

This study aims to present a new interpretation about the controversy in the Hobbesian reception about its affiliation to the natural law or the positive law. According to Norberto Bobbio, these positions are mutually exclusive. In the first place, we will present the textual passages that enable Hobbes to be considered, on the one hand, as a supporter of iusnaturalism in accordance with the paradigmatic readings of Howard Warrender and Norberto Bobbio and, on the other, or of iuspositivism, according to (...) the readings of Simone Goyard- Fabre and Jean Hampton. In the second, we will demonstrate our interpretation that accommodates both points of view, from a historical rescue of the antiphontean antilogy, considering the textual ambivalence as a Hobbesian philosophical character. (shrink)