In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Incomprehensible Certainty: Metaphysics and Hermeneutics of the Image by Thomas PfauThomas ZingelmannPFAU, Thomas. Incomprehensible Certainty: Metaphysics and Hermeneutics of the Image. Notre Dame, Ind.: University of Notre Dame Press, 2022. xxiii + 785 pp. Cloth, $80.00Thomas Pfau reconstructs one of the most traditional and possibly most decisive philosophical debates, [End Page 559] namely, the one about the form and function of appearance (Schein). This debate is (...) taken up on the basis of the concept of image. This means that Pfau concentrates historically as well as systematically on a specific topic within this debate. The book is divided into two major sections.In the first section, Pfau examines how the history of the metaphysics and theology of the image develops, starting with Plato in the first chapter. The basic idea in this section is that the image has a crucial epistemic role in the metaphysical and theological systems of the authors addressed. Here Pfau shows that Plato, at the latest in the Sophist, develops a theory of images that revalues appearance contrary to the assumptions in the Republic. Chapter 1 is about the mediation of unity and multiplicity, as it is also shown in Plotinus. Chapter 2 attempts to show how the Byzantine icon embodies the conviction that the invisible truth of the visual world can be revealed only through images. Pfau's demonstration of various epistemic dimensions of the image then begins with chapter 3: the eschatological vision from Augustine to Bonaventure to Julian of Norwich. Chapter 4, the last of the first section, reconstructs Nicholas of Cusa's position, which attempts to understand mystical visions mediated by images of Christ.The second section examines how the metaphysics of the image—in the sense of an epistemology, which tries to establish ultimate justifications—nevertheless persists and even evolves despite two crucial switches in philosophy. On the one hand, this concerns philosophy that subordinates the visual to the abstract (for example, Hegel) and, on the other, the supposedly nonmetaphysical status of the image in the developing natural sciences. Chapter 5 then attempts to show, through Goethe's botanical investigations and reflections, how, despite the establishment of the natural sciences, Goethe attempts to defend intuition as a scientific method and appearance as a scientific object of investigation. This position is then pursued historically in chapter 6, through the work of Lyell, Darwin, and Ruskin, where the visible is understood as the connecting point of the sciences in general. Gerard Manley Hopkins is then identified in chapter 7 as representing a position that combines theological with proto-phenomenological arguments to highlight the epistemic value of images. The last chapter then deals with decisive developments at the beginning of the twentieth century. In phenomenology (Husserl), painting (Cézanne), and poetry (Rilke), a conception develops that epistemically valorizes sensual and intuitive experience.Generally speaking, Pfau attempts to trace historically what arguments and positions have been developed on the relationship between image and knowledge. His work is based on the conviction that the image is the basis for human orientation in the world and is therefore of great epistemological value. Of outstanding importance for his question is that the epistemological value of images is not to be located in the properties of images, that is, an ontology of the image; rather, Pfau is interested in those positions that reflect on the relationship between knowledge and [End Page 560] experience of images. While clarifying the ontological status of images remains important, the epistemological status of images—what role the experience and usage of images has for humans—is in the foreground. Pfau reconstructs positions that hold that the pictorial is a medium of knowledge. He puts forward the thesis that there is a tradition that is of the opinion that in and through the medium of the image—and this closes the arc to the Schein-debate—being can be experienced by man. In other words, the invisible is to become recognizable through the visible. Of particular importance is his reading of the late Platonic dialogues: While appearance and being are still thought of as distinct in these dialogues, they are not opposed, in the sense of an epistemic opposition. Plato's... (shrink)

There is sometimes a sense in which one theory posits ‘less structure’ than another. Philosophers of science have recently appealed to this idea both in the debate about equivalence of theories and in discussions about structural parsimony. But there are a number of different proposals currently on the table for how to compare the ‘amount of structure’ that different theories posit. The aim of this paper is to compare these proposals against one another and evaluate them on their own merits.

Musing for Puncta special issue on "Critically Sick: New Phenomenologies Of Illness, Madness, And Disability.".

Archaeology can provide two bodies of information relevant to the understanding of the evolution of human cognition – the timing of developments, and the evolutionary context of these developments. The challenge is methodological. Archaeology must document attributes that have direct implications for underlying cognitive mechanisms. One example of such a cognitive archaeology is found in spatial cognition. The archaeological record documents an evolutionary sequence that begins with ape-equivalent spatial abilities 2.5 million years ago and ends with the appearance of modern (...) abilities in the still remote past of 400,000 years ago. The timing of these developments reveals two major episodes in the evolution in spatial ability, one, 1.5 million years ago and the other, one million years later. The two episodes of development in spatial cognition had very different evolutionary contexts. The first was associated with the shift to an open country adaptive niche that occurred early in the time range of Homo erectus. The second was associated with no clear adaptive shift, though it does appear to have coincided with the invasion of more hostile environments and the appearance of systematic hunting of large mammals. Neither, however, occurred in a context of modern hunting and gathering. Key Words: Archaeology; evolution; Homo erectus; spatial cognition; symmetry. (shrink)

This essay explores the nature and neurological basis of creativity in technical production. After presenting a model of expert technical cognition based in cognitive anthropology and cognitive psychology, the authors propose that craft production has three inherent sources of novelty — procedural drift, serendipitous error and fiddling. However, these are quite limited in their creative potential, which may help explain the virtual absence of innovation over the long millennia of the Palaeolithic. Innovation can be far more rapid and effective via (...) invention, which requires folk theories of causation and adequate working memory capacity, all fairly recent evolutionary developments. The neurological basis of expert technical cognition lies in well-known cortical and sub-cortical structures, but recent research has established a provocative role for the cerebellum in the formulation of novel arrangements. (shrink)

Thomas C. Vinci argues that Kant's Deductions demonstrate Kant's idealist doctrines and have the structure of an inference to the best explanation for correlated domains. With the Deduction of the Categories the correlated domains are intellectual conditions and non-geometrical laws of the empirical world. With the Deduction of the Concepts of Space, the correlated domains are the geometry of pure objects of intuition and the geometry of empirical objects.

This paper is an exposition and evaluation of the Agustín Rayo's views about the epistemology and metaphysics of mathematics, as they are presented in his book The Construction of Logical Space.

In lieu of an abstract, here is a brief excerpt of the content:On "Methodolatry" and Music Teaching as Critical and Reflective Praxis Thomas Regelski State University of New York, Fredonia Introduction: Professions and Professionalism Most teachers, including those in music, like to think of themselves as professionals. However, the "professionalization" of teachers traced by sociology generally refers to only the transition early in the twentieth century from two years ofteacher preparation in normal schools to four years in newly created (...) professional schools, departments, orprogramsofeducationinuniversities. Traditional sociological theory still considers teaching to be at best a "semiprofession."1 In the "ideal" descriptionofsociologist Max Weber, professionals shared these traits: They were self-employed providers of services, diey entered dieir profession because diey were 'called' to it out of some deep personal commitment, and dieir qualifications were based upon tiieir possessionof'expert' andesotericknowledge. In addition, dieir knowledge base could be acquired only by a select few who underwent long and rigorous study. Their services dealt widi serious, often life or deadi matters, and dieywere remunerated by fees from clients. Communication between professionals and dieir clients was legally privileged so uiat courts oflaw could not require its disclosure. Most important, entrance to mese professions was controlled by professional peers, who set requirements for entry, training, and certification. Boards ofpeers also developed reviewprocesses to maintain standards and competence. 2 A further criterion of a true profession is that praxis3 relies upon underlying theory4 and the fundofwidelyacceptedpractice-basedknowledge generated by theory that is required to deal with the extensive variety ofpredictably unique problems and needs presented by those served. Teaching clearly deviates substantially from these conditions. The theory serving as the basis of any profession is not amatterofsimple speculation; it is rooted in research and theoretical principles-fundamentals that importantly include commonly recognized and accepted action ideals of the profession's ethical and other guiding philosophicalconsiderations. Uponsuchtheoretical bases, professional praxis generates ever-new praxial knowledge. Because ofthe particulars of the situatedness governing both the practitioner andthose served, praxis-based knowledge always takes idiosyncratic form for a particularpractitioner -but, importantly, within the general theoretical, ethical, and philosophical stance ofthe profession. As a result, there are no "standard results " for any practitioner or for the overall profession. Furthermore, there are no standard methods ;just "standards ofcare" rooted in the profession 's theoretical and ethical premises. Music educationhas evolvedno such shared action ideals concerning ends and so the issue of theory-guided practice or of a professional ethic remainsambiguous, evencontroversial.1 Without professionally based consensus on ends, no stable criteria exist for selecting means and evaluating results and, thus, no ethic of accountability can apply. As aconsequence, results areconsiderably unpredictable-and not infrequently negative-and the appropriateness and usefulness ofmuch what is taught and learned is regularly disputed. This is not at all to say or to argue that music education has historically brought about mainly negative results, or that individual music©Philosophy ofMusic Education Review 10, no. 2 (Fall 2002): 102-123. Thomas Regelski 103 teachers are never successful. It wouldbe wrongheaded not to acknowledge the existence ofmuch well-intentioned, hardworkby individual teachers who are both musically competent and 'naturals' in working with students. This paper addresses instead mainly structural weaknesses in the field of music education that result in it as a field falling far short of at least the general kinds of professionalism found in helping professions. The comparisons made here to helping professions are made only in a very general way. However, overall, the field ofmusic education fails to compare well with the most obvious traits of familiar professions. As shall be argued, judgments concerning successful practice in music education should depend in large part on criteria provided by theoretically substantiated auricular goals and ideals and by implied and explicit process criteria of both an ethical and practical nature.6 Lacking such criteria, the question or degree of teaching success remains vague. As a result music education fails to promote predictable and pragmatic "right results" that students, parents, and the public at large can easily recognize as the professional "value-added" to general education and society by music education and this creates the increasing need foradvocacyofschool music. Philosophy, Theory, and Professional Praxis Whetherornot teachingcan everfullymeet the sociological conditions ofbeing a true profession, it would profit from and... (shrink)

Thomas Joseph; Secular vs. Orthodox Chaplaincy: Taking the Kingdom of Heaven Seriously, Christian bioethics: Non-Ecumenical Studies in Medical Morality, Volume.

In this paper, I combine the actor-network economic sociology of disability with recent developments in phenomenological, embodied cognitive science, to discuss how ability, calculative agency, and meaning are distributed throughout materially situated sociocognitive systems. I begin by outlining the actor-network approach to disability, market formation, and economic agency. Next, I turn to the cognitive sciences, and describe the emergence of consciousness and meaning in embodied human being. With an operative synthesis of the two projects in place, I turn to government-organized (...) disability savings plans in Canada. I suggest that the low uptake of these plans can be explained using the theoretical synthesis provided in the first two sections of this paper, giving a robust account of the threefold distribution of ability, calculative agency, and meaning. (shrink)

Anvendt etik har i for ringe grad interesseret sig for de procedurale og refleksive aspekter ved det som i artiklen kaldes den forhandlede normdannelse. Diskursetikken således som den udvikles hos Jürgen Habermas kan fungere som teoretisk ramme for en sådan analyse. Artiklen præsenterer en undersøgelse af det svenske Gentekniknævn med henblik på at vise hvorledes den forhandlede normdannelse foregår i dette nævn. Artiklen konkluderer på baggrund heraf at den forhandlede normdannelse peger på et bredere politisk spørgsmål om mulighedsbetingelserne for et (...) deliberativt demokrati. I denne optik er anvendt etik ikke primært et spørgsmål om applicering af normer eller principper, men om studiet af mulighedsbetingelserne og formerne for en kollektiv evaluering af det normative grundlag for konkrete handlinger. (shrink)

This book analyzes iconic British children's literature through the lens of formal educational theory, policy, and practice. Examining themes like growth mindset and project-based learning alongside educational philosophers like Plato, Rousseau, and Dewey, the author sheds new light on children’s classics from Alice in Wonderland to Harry Potter.

While Good’s book forces us to recognize the caricatures of Hegel and idealism that have dominated Anglo-American thought, Dewey’s relationship with idealism in general and Hegel in particular remains complex. Good proposes that the main reason for Dewey’s rejection of idealism was World War I. I find this implausible. Good downplays the central influence of James on Dewey, first with the Principles and then with his radical empiricism. By his move to Columbia in 1905 and in his article of that (...) year, “The Postulate of Immediate Empiricism,” Dewey had rejected all types of philosophy that equated reality with the object of knowledge, including idealism and Hegel. For Dewey, reality includes types of experiences that are not instances of knowing and that ideals, functionally understood, are possibilities, not actualities. (shrink)

Thomas Eisele explores the premise that the Socratic method of inquiry need not teach only negative lessons. Instead, Eisele contends, the Socratic method is cyclical: we start negatively by recognizing our illusions, but end positively through a process of recollection performed in response to our disillusionment, which ultimately leads to renewal. Thus, a positive lesson about our resources as philosophical investigators, as students and teachers, becomes available to participants in Socrates' robust conversational inquiry. __Bitter Knowledge __includes Eisele's detailed readings (...) of Socrates' teaching techniques in three fundamental Platonic dialogues, _Protagoras, Meno_, and _Theaetetus_, as well as his engagement with contemporary authorities such as Gregory Vlastos, Martha Nussbaum, and Stanley Cavell. Written in a highly engaging and accessible style, this book will appeal to students and scholars in philosophy, classics, law, rhetoric, and education. "This book is original, fresh, and of very high quality, opening up these Platonic texts, central to Western culture, in new ways. In addition, it establishes a method that others can use and apply to the other dialogues. It would be a wonderful text to assign in courses in philosophy, basic humanities, education, and law." --_James Boyd White, University of Michigan_ "Through his thoughtful and incisive readings of Plato, Thomas Eisele puts Socrates in a new light. In Eisele's hands, Socrates offers us a method not simply for philosophy but for the challenges of life and mind. This superb book builds on the great readings of Plato, adding to the richness of our understanding of the enigmatic figure of Socrates. These are profound readings of Plato." --_Dennis Patterson, Rutgers University School of Law_ "Eisele's book is much more than an erudite, seductive, and imaginative exploration of three central Platonic dialogues. It is also a fine general treatment of philosophy, discussing the kind of finality or closure to which philosophical questions are susceptible and the appropriate stance of the inquirer. It considers the pedagogy of philosophy and law brilliantly." --_Thomas Morawetz, University of Connecticut School of Law_. (shrink)

The article sets out a critical assessment of recent public reactions in Germany upon taking in large numbers of refugees since 2015, which have been swaying between moralisation and resentment. In this situation, public theology should ask how hospitality is linked to the perceived identity of a society and to its perception of who belongs, and what role Christianity might play in these debates. Drawing on a phenomenological perspective within contemporary German philosophy (Bernhard Waldenfels), and contrasting this perspective with historical (...) and contemporary voices on migration within political philosophy (Georg Simmel, Michael Walzer), the article explores what the concepts of stranger, member and guest imply for the relation of ‘us’ to ‘the other’. From this, I derive a suggestion as to how Christian theology could contribute to a change in the self-perception of society, centred around the seemingly paradoxical concept of ‘belonging in not-belonging’. (shrink)

This article focuses on some topics in Jeffrey Brower’s recent and excellent book, Aquinas’s Ontology of the Material World: Change, Hylomorphism, and Material Objects. Part of Brower’s goal for the book is to reconstruct Aquinas’s views. I offer some reflections on Brower’s use of this metaphor of reconstruction, before considering four topics in some detail. These are: 1. Brower’s discussion of the relation between Aristotle’s Ten Categories and the not-obviously-connected four-fold division of being into substance, form, prime matter, and accidental (...) unity. 2. Brower’s interpretation of prime matter as “non-individual stuff.” 3. Brower’s account of numerical sameness without identity along with some discussion of how this is supposed to be useful for solving a particular puzzle about accidental change. 4. I’ll close with some reflections on Brower’s somewhat novel solution to a longstanding problem with Aquinas’s metaphysics of the afterlife. (shrink)

Die Frage, wie sich Aussagen uber Fahigkeiten von Personen zu Aussagen uber Moglichkeiten von Zustanden in der Welt verhalten, ist fur unser menschliches Selbstverstandnis zentral. Der vorliegende Band versammelt unter dieser Frage durchweg Originalbeitrage in historisch-systematischer Absicht; sie behandeln die Geschichte der Metaphysik und Ontologie von Parmenides bis Heidegger.INHALT: VORWORT - Klaus Jacobi: Das Konnen und die Moglichkeiten. Potentialitat und Possibilitat - Mischa von Perger: Moglichkeit, Parmenideisch - Ulrich Nortmann: 'Das Saatkorn ist dem Vermogen nach eine Pflanze'. Uber ontologische und (...) logische Aspekte Aristotelischer Moglichkeitssatze - Sang-Jin Kang: Anselm und die modallogische Betrachtung der gottlichen Notwendigkeit - Michael Astroh: Petrus Abaelardus on Modalities de re and de dicto - Christopher Martin: Peter Abaelard on Modality. Some Possibilities and Some Puzzles - Allan Back: Avicenna and Averroes: Modality and Theology - Seung-Chan (Elias) Park: Die Differenz von personlicher und unpersonlicher Moglichkeit bei Thomas von Aquin - Charles Lohr: 'Art' and Possibility: The Rule Concerning Possibility in the Ars lulliana - Peter King: Duns Scotus on Possibilities, Powers, and the Possible - Matthias Kaufmann: Gottes Allmacht und die Wahrheit modaler Satze. Potentialitat und Possibilitat bei Wilhelm von Ockham - Simo Knuuttila: On the History of Theory of Modality as Alternativeness - Stephan Meier-Oeser: Potentia versus Possibilitas? Posse! Zur cusanischen Konzeption der Moglichkeit - Dominik Perler: Cartesische Moglichkeiten - Hans Poser: Leibniz'sche Handlungsmodi zwischen Ontologie und Deontologie - Wilhelm Metz: Der transzendentale Moglichkeitsbegriff bei Kant und Fichte - Rainer Marten: Heidegger: Die eigenste eigentliche Moglichkeit - Tilman Borsche: Moglichkeiten des Seins, Moglichkeiten des Denkens - Thomas Buchheim: Zwischen Antinomie und Kompatibilitat: Versuch uber die naturliche Einbettung unserer Handlungsfreiheit - Kuno Lorenz: Dynamis und Energeia. Zur Aktualitat eines begrifflichen Werkzeugs von Aristoteles. (shrink)

Wie wird man der, der man ist? Die Frage ist zweideutig. Zum einen scheint sie danach zu fragen, wie man durch all das, was einem geschieht und was man tut, schließlich zu jener bestimmten Person wird, die man zu einem gewissen Zeitpunkt ist. Zugleich zielt die Frage darauf, wie man das einholt, was man »ist«, es nicht nur ist, sondern wirklich wird. Die Frage wirft also einerseits das Problem der Verkettung von Taten, Umständen und Wirkungen auf, die das Produkt einer (...) bestimmten Veränderung hervorbringen, wie andererseits das Problem jener Prozesse der Aneignung und Anerkennung, durch die ein Selbstverhältnis zu dieser Veränderung möglich wird. Die Serie Breaking Bad geht diesem doppelten Prozess auf eine besondere Weise nach, indem sie eine negative Bildungsgeschichte, die Geschichte einer Gegen-Bildung erzählt. Sie zeigt, dass die Devise, zu werden, was man ist, nicht auf Selbstausschöpfung zielt - die Entfaltung und Ausschöpfung der eigenen Potentiale -, sondern vielmehr auf Selbstwerdung: die Verwandlung unseres Seins in Werden und Wissen, Selbstaneignung und Selbstüberschreitung. (shrink)