This study presents the results of an empirical analysis of the relationship between managerial thinking style and ethical decision-making. Data from 200 managers across multiple organizations and industries demonstrated that managers predominantly adopt a utilitarian perspective when forming ethical intent across a series of business ethics vignettes. Consistent with expectations, managers utilizing a balanced linear/nonlinear thinking style demonstrated a greater overall willingness to provide ethical decisions across ethics vignettes compared to managers with a predominantly linear thinking style. (...) However, results comparing the ethical decision-making of balanced thinking managers and nonlinear thinking managers were generally inconsistent across the ethics vignettes. Unexpectedly, managers utilizing a balanced linear/nonlinear thinking style were least likely to adopt an act utilitarian rationale for ethical decision-making across the vignettes, suggesting that balanced thinkers may be more likely to produce ethical decisions by considering a wider range of alternatives and ruling out those that are justified solely on the basis of their outcomes. Implications are discussed for future research and practice related to management education and development, and ethical decision-making theory. (shrink)

Linear Syntax makes a case for a critical reassessment of the wide-spread view that syntax can be reduced to tree structures. It argues that a crucial part of the description of German clausal syntax should instead be based on concepts that are defined in terms of linear order. By connecting the descriptive tools of modern phrase-structure grammar with traditional descriptive scholarship, Andreas Kathol offers a new perspective on many long-standing problems in syntactic theory.

Every linear perspective image has a center of the perspective construction. Only when observed from that location does a 2D image provide the same stimulus as the original 3D scene. Geometric analyses indicate that observing the image from other vantage points should affect the perceived spatial structure of the scene conveyed by the image, involving transformations such as shear, compression, and dilation. Based on previous research, this paper presents a detailed account of these transformations. The analyses are (...) presented in a uniform manner, illustrated with special 3D diagrams, and embedded in a wider framework of related perspective paradigms. Such analyses provide the potential theoretical basis for empirical work on the effects of changes of observer vantage points on the perception of spatial structure in perspective images. (shrink)

In this essay I revisit The Prince and the Discourses and argue that across the design of these two texts on the theme of conspiracy Machiavelli constructs an ambush on Medici princes. I reconsider Mary Dietz's (1986), and Langton's and Dietz's (1987) suggestion that Machiavelli's The Prince was a deceptive political act through an exploration of the link Dietz and Sheldon Wolin (2004) draw between Machiavelli's method and Renaissance artistry. I suggest that Machiavelli applied a one-point linear perspective (...) – a scientific and visual method of pictorial representation and geometrical modelling that emerged for the first time in the Renaissance – to the political field. I test this hypothesis on the theme of conspiracy in Machiavelli’s work by arguing that The Prince ultimately presents one vantage point – that of the prince – while the Discourses offers another – that of the conspirators. I argue that a blind spot is created by these two texts when they are jointly considered: conspirators seduced, recruited, and trained by the Discourses eliminate a prince caught off guard for having followed the advice on conspiracy in The Prince. (shrink)

The ArgumentRecent studies in the philosophy of mathematics have increasingly stressed the social and historical dimensions of mathematical practice. Although this new emphasis has fathered interesting new perspectives, it has also blurred the distinction between mathematics and other scientific fields. This distinction can be clarified by examining the special interaction of thebodyandimagesof mathematics.Mathematics has an objective, ever-expanding hard core, the growth of which is conditioned by socially and historically determined images of mathematics. Mathematics also has reflexive capacities unlike those of (...) any other exact science. In no other exact science can the standard methodological framework usedwithinthe discipline also be used to study the nature of the discipline itself.Although it has always been present in mathematical research, reflexive thinking has become increasingly central to mathematics over the past century. Many of the images of the discipline have been dictated by the increase in reflexive thinking which has also determined a great portion of the contemporary philosophy and historiography of mathematics. (shrink)

This book explores the interrelationships between optics, vision and perspective before the Classical Age, examining binocularity in particular. The author shows how binocular vision was one of the key juncture points between the three concepts and readers will see how important it is to understand the approach that scholars once took. In the Middle Ages and the Renaissance, the concept of Perspectiva – the Latin word for optics – encompassed many areas of enquiry that had been viewed since antiquity (...) as interconnected, but which a erwards were separated: optics was incorporated into the field of physics (i.e., physical and geometrical optics), vision came to be regarded as the sum of various psycho-physiological mechanisms involved in the way the eye operates (i.e., physiological optics and psychology of vision) and the word ‘perspective’ was reserved for the mathematical representation of the external world (i.e., linear perspective). The author shows how this division, which emerged as a result of the spread of the sciences in classical Europe, turns out to be an anachronism if we confront certain facts from the immediately preceding periods. It is essential to take into account the way medieval scholars posed the problem – which included all facets of the Latin word perspectiva – when exploring the events of this period. (shrink)

To underpin the importance of knowledge, the European commissioner for science and research Janez Potocnic confirms that in today’s global world, generating new knowledge and turning it into new products and services is crucial to enhance competitiveness. (Potocnic, 2007) In distinguishing between the linear notion of knowledge transfer and the business success attached to knowledge functionality, this thesis argues that whilst knowledge and knowledge transfer in a business success context is understood from a Aristotelian, Anglo American and perhaps Secular (...) perspective, the way knowledge is interpreted in relation to business success via other perspectives has been largely ignored. Similarly, the interpretation of information into meaningful knowledge prior to transfer which is mediated by actors personal experiential and cultural models, both of which are created from cognitive dispositions and socio-cultural interaction, has not been understood well enough to attribute it to an alternative perspective or view. Moreover, the degree to which perceptive dispositions influence knowledge transfer, either subjectively or objectively, in relation to a business context surrounding personal demands and criticisms, has not been fully identified. (shrink)

Anti-cognitivism is best understood as a challenge to explain how works of fictional narrative can add to our worldly knowledge. One way to respond to this challenge is to argue that works of fictional narrative add to our knowledge by inviting us to explore, in the imagination, the perspectives or points of view of others. In the present paper, I distinguish two readings of this thesis that reflect two very different conceptions of “perspective”: a first understanding focuses on what (...) the world looks like from a subjective point of view. Within this framework, we can distinguish approaches that focus on the subjective character of experience from others that explore the nature of subjectivity. I will argue that both strands can be successful only if they acknowledge the de se character of imagining. The second conception understands perspective as a method of representing. To illustrate it, I will look back to the invention of linear perspective in Renaissance painting. I will argue that the definition of perspective as a rule-guided method or technique can shed new light on the thesis that works of narrative fiction are particularly suited to display other perspectives. (shrink)

From a perceptual psychology and philosophy conference on linear perspective: points out standard fallacies about perspective, then challenges psychology's and philosophy's widespread assumption that a satisfactory understanding of depiction in any medium can be reached via theories of spatial--or any other kind of--visual perception.

Spontaneous brain activity has received increasing attention as demonstrated by the exponential rise in the number of published papers on this topic over the last thirty years. Such “intrinsic” brain activity, generated in the absence of an explicit task, is frequently associated with resting-state or default-mode networks. The focus on characterizing spontaneous brain activity promises to shed new light on questions concerning the structural and functional architecture of the brain and how they are related to “mind”. However, many critical questions (...) have yet to be addressed. In this review, we focus on a scarcely explored area, specifically the energetic requirements and constraints of spontaneous activity, taking into account both thermodynamical and informational perspectives. We argue that the “classical” definitions of spontaneous activity do not take into account an important feature, that is, the critical thermodynamic energetic differences between spontaneous and evoked brain activity. Spontaneous brain activity is associated with slower oscillations compared with evoked, task-related activity, hence it exhibits lower levels of enthalpy and “free-energy” (i.e. the energy that can be converted to do work), thus supporting noteworthy thermodynamic energetic differences between spontaneous and evoked brain activity. Increased spike frequency during evoked activity has a significant metabolic cost, consequently, brain functions traditionally associated with spontaneous activity, such as mind wandering, require less energy that other nervous activities. We also review recent empirical observations in neuroscience, in order to capture how spontaneous brain dynamics and mental function can be embedded in a non-linear dynamical framework, which considers nervous activity in terms of phase spaces, particle trajectories, random walks, attractors and/or paths at the edge of the chaos. This takes us from the thermodynamic free-energy, to the realm of “variational free-energy”, a theoretical construct pertaining to probability and information theory which allows explanation of unexplored features of spontaneous brain activity. (shrink)

Abstract:When teaching the use of perspective, art teachers usually begin with the linear perspective of the Italian Renaissance with the intent of providing pupils with practical tools to create spatial illusion in their drawings. Perspective, however, is and can be much more than a technique for constructing pictures. Given that perspective-taking is one of the central aspects of empathy, the teaching of this topic can serve as a tool for improving openness and empathy among school (...) children. The transformative power of art education makes this possible. The current article suggests a method of using photographic works of art to encourage children to see the world from the perspective of the other. Complementing the teaching of one-point perspective, the teacher introduces the children to the idea of multiple points of view to engage them in imagining things as if they could be otherwise, leading eventually to increased social sensitivity. (shrink)

This paper argues that the dominance of linear models has led many sociologists to construe the social world in terms of a "general linear reality." This reality assumes (1) that the social world consists of fixed entities with variable attributes, (2) that cause cannot flow from "small" to "large" attributes/events, (3) that causal attributes have only one causal pattern at once, (4) that the sequence of events does not influence their outcome, (5) that the "careers" of entities are (...) largely independent, and (6) that causal attributes are generally independent of each other. The paper discusses examples of these assumptions in empirical work, consider standard and new methods addressing them, and briefly explores alternative models for reality that employ demographic, sequential, and network perspectives. (shrink)

We discuss the main results of Linear Stochastic Electrodynamics, starting from a reformulation of its basic assumptions. This theory shares with Stochastic Electrodynamics the core assumption that quantization comes about from the permanent interaction between matter and the vacuum radiation field, but it departs from it when it comes to considering the effect that this interaction has on the statistical properties of the nearby field. In the transition to the quantum regime, correlations between field modes of well-defined characteristic frequencies (...) arise, which coincide with the transition frequencies of quantum mechanics and are therefore directly related with the energy quantization. The Heisenberg equations of motion of (non-relativistic) quantum electrodynamics are thus obtained. After a detailed consideration of the significance of the approximations made, we present a discussion on some of the most delicate or controversial features of quantum mechanics from the perspective provided by the present theory. (shrink)

To students and practitioners of anamorphic art, the name of Jean-François Niceron is more than preeminent; it has become iconic. La Perspective Curieuse was first published in 1638. An augmented version was then translated into Latin by Mersenne in 1646. A newly amended and augmented version was retranslated into French by Roberval in 1652. This book is an English translation of the 1652 text, with reference to the 1638 and 1646 versions. Considering the continued high reputation of the book, (...) the mathematics have been checked for correctness and consistency, and the authors have provided a full commentary, pointing out the most difficult turns of the 17th-century French, the respective contributions of Niceron, Mersenne and Roberval, and explaining Niceron's greatest insights and weaknesses. (shrink)

Experimental studies indicate that nonhuman animals and infants represent numerosities above three or four approximately and that their mental number line is logarithmic rather than linear. In contrast, human children from most cultures gradually acquire the capacity to denote exact cardinal values. To explain this difference, I take an extended mind perspective, arguing that the distinctly human ability to use external representations as a complement for internal cognitive operations enables us to represent natural numbers. Reviewing neuroscientific, developmental, and (...) anthropological evidence, I argue that the use of external media that represent natural numbers (like number words, body parts, tokens or numerals) influences the functional architecture of the brain, which suggests a two-way traffic between the brain and cultural public representations. (shrink)

L'essor de la perspective linéaire a suscité de nombreuses polémiques tout au long du Quattrocento et du Cinquecento, opposant les partisans d'une géométrisation artificialiste de la vision à ceux qui vantaient les qualités du dessin d'après nature ou invoquaient des arguments de nature physiologique. Ces débats peuvent être retracés à partir des quatre alternatives qui en constituent le noyau dur : champ de vision restreint vs. large ; immobilité vs. mobilité oculaire ; tableau plan vs. curviligne ; vision monoculaire (...) vs. binoculaire. En retenant les premiers termes de ces quatre alternatives, l'histoire de la perspective a rejeté de nombreux systèmes hétérodoxes. Du point de vue de la mathématisation, l'intérêt de ces débats tient à ce qu'ils ont succédé, et non précédé, l'adoption du dispositif perspectif comme intersection de la pyramide visuelle. L'histoire de la perspective linéaire offre ainsi un authentique cas de justification a posteriori des fondements ou, pour ainsi dire, de mathématisation à rebours. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:From Children's Perspectives:A Model of Aesthetic Processing in TheatreJeanne Klein (bio)Since the children's theatre movement began, producers have sought to create artistic theatre experiences that best correspond to the adult-constructed aesthetic "needs" of young audiences by categorizing common differences according to age groups. For decades, directors simply chose plays on the basis of dramatic genres (e.g., fairy tales), as defined by children's presupposed interests or "tastes," by subscribing to (...) Winifred Ward's broad descriptions of the "imaginative period" (ages six to nine), the "heroic period" (ages nine to twelve), and the "romantic period" (over age thirteen).1 Years later, Moses Goldberg elaborated upon these generalized divisions while cautioning that "no individual fits exactly into any set of categories."2 In his position paper on aesthetic development, he argued for individual access to aesthetic techniques, processes, and products for all ages, paralleled by four stages of cognitive capabilities, based on exposure to (1) arena-style participation theatre (for ages five to eight), which emphasizes story enactments; (2) a wide range of proscenium-style theatrical conventions; (3) relevant play content that directly relates characters' problems to spectators' lives and growing self-awareness; and (4) social issue plays that pose ethical dilemmas as cultural reflections.3 Meanwhile, Jed Davis compiled Age Group Profiles, organized by cognitive, spatial, emotional, and moral/ethical development, from his review of Piagetian literature; and Johnny Saldaña summarized stages of young interpretations of theatre from his seven-year longitudinal study.4Suffice it to say, the field of developmental psychology has come a long way since Piaget formulated his four constructivist stages. Since the mid-1950s, the cognitive revolution has spurred more integrated theories of information processing and depth-of-processing models that explain and predict how people construct schematic frameworks of knowledge and [End Page 40] assimilate and accommodate new information as a function of perception, attention, emotion, comprehension, memory, and social and moral behaviors. Although masculinist metaphors of hierarchical "staircases" and linear networks of associative learning still dominate computational models, feminist perspectives, which engender social cognitive, co-relational negotiations of narratives in situated contexts, have gained more widespread acceptance—by including theatre as an apt metaphor for development.5 Over the past twenty years or more, cognitive psychologists have finally discovered what dramatic theorists have known about narrative structures since Aristotle's Poetics: Powerful stories contain universal themes about the human condition through characters' conflicting actions. The most successful dramas are those that allow spectators to enter into a protagonist's psychological consciousness or "inner" vision in order to empathize with her "outer" reality.6While several developmental models of aesthetic understanding, experience, and appreciation exist in the realms of visual art and music education, few examples have been proposed in regard to theatre, particularly for child audiences.7 Instead, producers of Theatre for Young Audiences (TYA) tend to romanticize its social and moral "effects" upon youth by believing passionately that viewing one remarkable performance has the potential (the operative word) to "cause" positive, social changes in children's minds, hearts, and behaviors, given the presumed "power of human imagination."8 This obsession with progressive change foregrounds adults' desires to control human destiny by predicting "causes and effects" located in children's responses to live performances. However, this "folk theory" fails to explain how young imaginations actually function aesthetically from the contextual evidence of reception studies with child audiences. Just as feminists have argued for a distinctive "feminist aesthetics," based on women's alternative ways of knowing,9 I argue that children gaze upon theatre in differential ways by including age as a variable factor. "Children's aesthetics," their perceived interpretations of theatre, differ from that of adults' theorized postulations, based in part on their shorter life experiences with this medium. To this end, over the course of my career, I have sought to understand theatre from children's perspectives by focusing my research in the social cognitive theories and social science methods of child development, primarily through the vast literature of television and mass media studies conducted with young people over the past forty years. In particular, medium-specific studies that parse theatrical forms from dramatic content... (shrink)

In this paper we use the concept of the person to examine person‐centred dialogue and show how person‐centred dialogue is different from and significantly more than transfer of information, which is the dominant notion in health care. A further motivation for the study is that although person‐centredness as an idea has a strong heritage in nursing and the broader healthcare discourse, person‐centred conversation is usually discussed as a distinct and unitary approach to communication, primarily related to the philosophy of dialogue—the (...) philosophy of Martin Buber. In this paper we start with the concept of person to critically reflect on theoretical perspectives on communication to understand person‐centred conversations in the context of nursing and health. We position the concept of the person through the use of Paul Ricoeur's philosophy and follow by distinguishing four theoretical perspectives on communication before reflecting on the relevance of each of these for person‐centred communication. These perspectives are: a linear view of communication as transfer of information, communication as a relation in the sense of philosophy of dialogue, practice‐based communication on constructionist grounds, and communication as a practice to create social community. In relation to the concept of the person, we do not find transfer of information relevant as a theoretical underpinning for person‐centred conversations. From the other three perspectives that are relevant we distinguish five types of person‐centred conversations pertinent to nursing and health: problem identifying conversations, instructive conversations, guiding and supportive conversations, caring and existential conversations, and therapeutic conversations. Through this analysis it is argued that person‐centred communication and conversations are substantially different to transfer of information. We also discuss the significance of communication adjusted to specific situations, including emphasis on how we speak in relation to the aim or topic of a conversation. (shrink)

Using an articulatory model we show that locus equations make special use of the phonetic space of possible locus patterns. There is nothing articulatorily inevitable about their linearity or slope- intercept characteristics. Nonetheless, articulatory factors do play an important role in the origin of simulated locus equations, but they cannot, by themselves, provide complete explanations for the observed facts. As in other domains, there is interaction between perceptual and motor factors.

Modern evolutionary theory contradicts an almost universal assumtion in Western Christian though: a pre-Christian, largely platonic or Aristotelian, cyclic concept of time. This is causing distress for all Christians still holding it. But the fact of evolution gives a solid base to a Hebraic, linear concept of time now being revitalized by biblical scholars. Here is a clear, concise and authoritative introduction to this contemporary crisis for the non-specialist reader.

The question motivating my investigation is: Are the basic philosophical principles underlying the "core" system of contemporary logic exhausted by the standard version? In particular, is the accepted narrow construal of the notion "logical term" justified? ;As a point of comparison I refer to systems of 1st-order logic with generalized quantifiers developed by mathematicians and linguists . Based on an analysis of the Tarskian conception of the role of logic I show that the standard division of terms into logical and (...) extra-logical is partly arbitrary. I argue that the semantic principles of Tarskian logic allow any higher order mathematical predicate or relation to function as a logical term in a 1st-order system, provided it is introduced in the right way into the syntactic-semantic apparatus. ;Formally, I propose a new, "constructive", semantic characterization of logical terms. A logical term is defined by a function which, given a model, "shows" how to construct relations, sets, or n-tuples of individuals which satisfy it. I discuss the linguistic applicability of the extended logic and bring numerous examples. ;One chapter is devoted to branching quantification--a non-standard logico-linguistic construction obtained by affixing a non-linear, partially-ordered quantifier-prefix to a well-formed formula. Although standard branching quantifiers were given a complete account by Henkin and Walkoe, it is not altogether clear what the meaning of branching generalized quantifiers is. I propose a new analysis of the generalized branching prefix which extends the existent, partial, definitions due to Barwise, and I develop a generalization leading to a "family" of branching structures. ;In conclusion I discuss the philosophical impact of the generalized conception of logic on such issues as the logicist thesis, the interaction between mathematics and logic, ontological commitment via logic, metaphysics and logical semantics. (shrink)

The link between leadership and mental health at the workplace is well established by prior research. However, most of the studies have addressed this relationship from a single-source perspective. The aim of this study was to examine how supervisor and employee ratings of health-oriented leadership correspond to each other and which sources are predictive for employee mental health. We assessed data within 99 teams containing 713 employees in 11 different companies in Southern Germany. Supervisors and their staff completed questionnaires (...) on the supervisors’ health-oriented staff-care dimensions awareness, value of health and health behavior and current mental distress. Hierarchical linear models revealed that supervisors’ self-ratings were significantly related to their employees’ ratings only on the health behavior dimension, but not on the health awareness and value of health dimensions. Also, supervisors rated themselves significantly higher on HoL compared to their employees. Employee ratings of HoL significantly predicted their own level of mental distress, whereas supervisor ratings of HoL did not predict employees’ mental distress at the team level. Supervisors’ self-ratings of HoL did not influence the relationship between employee ratings of HoL and their mental distress on an individual level. These results highlight the complex relationship between multisource assessments of HoL and employee mental health, emphasizing the importance of subjective perception for mental health. Future studies should investigate under which conditions supervisor and employee ratings correspond to each other and are predictive for mental health at the workplace. (shrink)

BackgroundDepression and alcohol dependence are among the most prevalent psychiatric disorders that commonly co-occur. Therefore, gaining a better grasp of factors related to this comorbidity is particularly interesting for clinicians. Past research has highlighted the significant role that time perspective and family history of alcohol dependence play in the occurrence of depression and AD. However, much remains unexplored in the understanding of the association between them. This study explored how temporal profile and other sociodemographic characteristics of patients diagnosed with (...) AD impact the severity of depression and AD in them.MethodsThis study was multi-centered, including 381 patients. Cross-sectional information was collected from both inpatient and outpatient psychiatric clinics in China. Data were acquired using validated self-report scales, including Michigan Alcoholism Screening Test, Zung Self-Rating Depression Scale, and Zimbardo Time Perspective Inventory-Chinese version. Multiple linear regression analyzes were conducted to control social demographic variables and construct prediction models to inspect the influence factors of variables. Moderation models were constructed to inspect further interplay between variables using hierarchical regression and PROCESS Macro.ResultsResults showed that of all the patients in Chinese psychiatry clinics diagnosed with AD according to the International Classification of Diseases-10, 59.9% met the criteria of depression according to the questionnaire, and time perspective was correlated with the severity of depression. Furthermore, using regression analysis, we found that time perspective and depression could predict AD severity. The moderating role of a past negative time perspective and FH was confirmed between depression and AD. We found that, in our study, only in patients with FH and relatively moderate to high scores of past negative time perspective could the severity of depression predict the severity of AD. Therefore, during the treatment and care of patients with AD, their depression level, time perspective score, and FH should be considered. (shrink)

Based on the assumption that the long-term value of a venture capital satisfies the algebraic Brownian motion, we develop a continuous-time exit model of venture capital under different exit modes, namely, initial public offering and mergers and acquisitions. The employee incentive problem is analyzed jointly with the exit decision of the firm in terms of the exit timing and the exit mode. Further, the problem of capital exit is considered from two perspectives, namely, optimal venture capital and social welfare maximization, (...) and the differences between these exit decisions are compared. Our model predicts that the timing of an IPO, the purpose of which is to maximize the utility of the capitalists, lags behind the exit timing, whose purpose is to maximize social welfare. Using a numerical analysis, this paper also proves that increasing the production efficiency, lowering the interest rates, and improving risk management can make the exit decision of venture capitalists converge with that of maximizing social welfare. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 21.1 (2001) 63-67 [Access article in PDF] A Buddhist Reflects (Practices Reflection) on Some Christians' Reflections on Buddhist Practices Grace Burford Prescott College A tourist lost in New York City asks of a passerby, "How do I get to Carnegie Hall?"The musically inclined informant replies, "Practice, practice, practice!" Often people who have just heard I am a college professor with a specialty in Buddhism ask me "Are (...) you a practicing Buddhist?" This question has always stumped me. My most common retort (it's not really an answer), "I keep practicing; maybe someday I'll get it right," both evades and critiques the question. As we use the term in everyday conversation, "practice" generally means disciplined repetition of an activity, usually in preparation for a performance of some kind. In relation to a religious path, "practice" usually refers to the integration of certain prescribed actions (practices) in one's life. My retort derives from the mixing of these two meanings of the word "practice," and the assumption that--for one reason or another--religious practice does not lead to a perfect performance in the spiritual equivalent of Carnegie Hall.The form of the question puzzles me. Why do they ask about my practice? Why not just ask me "Are you a Buddhist?" I think they expect to discover that I engage in a Buddhist equivalent of going to church. Maybe the inclusion of practice in the question indicates anticipation of some level of earnestness, of application of my self/energy/time in service of my religion--some outward, observable manifestation of my religious orientation, above and beyond just teaching college students about this religion. Perhaps they expect me to confess to being a vegetarian, or meditating, or chanting, or attending Buddhist services of some kind. Although I find the question somewhat intrusive, I understand that most often it arises from well-meaning curiosity, if not genuine interest, and I try to follow my retort with something more pedagogically effective.For most of my life, practice has been about music. I sang before I talked; I began to study piano at an early age; in elementary school I took up guitar and clarinet; in high school I started voice lessons. Learning to play all of these instruments required [End Page 63] practice. Recently, I took up the electric bass guitar, and I'm back to daily practicing. Practice does produce something; it is linearly causal. If I practice my instrument, I get better at producing the sounds I want to produce. Only a nonmusician would say this does not amount to a real accomplishment. At the same time, the activity one practices is the same activity one hopes to perform: I play the bass when I practice, in order to be able to play the bass. Still, I must practice--to get where I want to go, to improve the quality of my playing. After all, I first heard the Carnegie Hall joke from my guitar teacher, who told it both to amuse me and to inspire me to practice, practice, practice. At about the same time, author Catherine Drinker Bowen advised a group of us high school students that--based on her experiences growing up in a family full of musicians--the most effective way to learn an instrument is to fall in love with one's music teacher. In other words, desire serves the crucial function of inspiring one to practice. Yet I know that the same desire that motivates me to practice so that I can play more skillfully (as in "practice makes perfect") can hold me back if I focus on that future desired skillful playing (the "perfection") instead of the present moment of my playing. Further, I can practice to the point of technical expertise--I can accomplish that skill level I am aiming for in practice--and still not produce the musical quality I aspire to play. Practice does produce something necessary, but that something does not suffice. Musicians are no better at naming that other necessary ingredient than are... (shrink)

The idea of representation is central to many theories for embodied skillful action. Representation-centric cognition has been questioned in light of the prominence of E-cognition in the past two decades, including ecological psychology, sensorimotor theory, dynamical systems, and 4E cognition. The paper expands on the critique by offering alternate explanations for the information processing model of skill learning and embodied action. Mental representation plays a fundamental role in information processing explanations of embodied skillful action. The skilled activity is considered discretely (...) in information-theoretic approaches, consisting of a linear model of information input-process-output. According to the paper, the beginning, emergence, acquisition, performance, and mastery of an embodied skilled activity are all part of a human experience continuum. Using vehicle driving as an example, the paper examines diverse viewpoints on embodied skillful action. (shrink)

The aim of this paper is to provide an original account of the distinction between the spheres of Sitten that goes beyond the traditional one based on the nature of incentives, since this underestimates some of their characteristics. First, the paper identifies in obligatio a common source between Ethics and Right. Then, it explores how in the Metaphysics of Morals the connection between law and incentive constitutes a more relevant criterion to distinguish ethical lawgiving from juridical lawgiving. Specifically, it demonstrates (...) that such connection: to be ethical should be linear, understood as a necessary self-determined process of connecting law to incentive; to be juridical should be mediated, namely it comprises an inclusive disjunction between two modalities of connecting law to incentive: a non-necessary linear and a divergent one. It concludes by exploring the implications of such perspective on the notions of internalisation and externalisation associated to each lawgiving. (shrink)

This book is a synthesis of more than three decades of research into the concept of time and its semiotic nature. If traditional philosophy – and philosophy of time should be no exception – in the shadow of advancing biology can be said to have reached an impasse, one important reason for this, in harmony with Wittgenstein’s vision, appears to have been its lack of appropriate tools for explicating language. The present theory of time proceeds, accordingly, from the exploration of (...) temporal expressions in language as an evolutionary fact. It derives in a hypothetical, coherent feedback process of hierarchically ordered distinctions the semantics of time from its biologically dictated perceptual and cognitive-pragmatic origins. The corresponding abductive-regulative model is anchored in the assumption of biological rhythmization as the very foundation of perception and mental/physical action. Understood to originate in space and spatial perspective, time reveals itself as an instrument for temporal perspective on motion (events and situations) in a process of analysis, i.e., discontinuation of chaos made divisible and continuous by the rhythmical screen. Whereas traditional philosophy of time paid attention almost exclusively to the temporal category of tense, the biopragmatic model sees strong evidence in the perspectival nature of time for ascribing the decisive, and probably universal, role in temporal analysis to the linguistic category of aspect. Aspect may, according to the present findings, be assumed to partake already of change-of-state and cause-effect analysis without which man’s adaptation to new situations – and precondition for survival – would be inconceivable. The proposed model of space/time cognition, inspired by Hegelian dialectics, Heidegger-Gadamer’s hermeneutic circle and Peircean logic, makes Kantian a priori superfluous and liberates time from its enigmatic appearance. For the first time in temporal studies it thus appears possible to derive hypothetically linguistic expressions of time all the way from pretemporal, homogeneous continuity effected by biological rhythmization, via pretemporal metonymic (Gestalt), chunk-wise partitioning – as a general precondition for the perception and, based on primary metaphorization, the cognition of things, space and motion – to temporal analysis/discontinuation proper, primarily by aspectual perspective, and the subsequent synthesized, heterogeneous continuity of temporally ordered events. The conception of time, so disastrous for modern temporal logic, i.e., as moving object assigned extension, divisible continuity (‛linearity’) and direction, can be shown to have emerged as a result of secondary metaphorization. (shrink)

Trauma is notoriously difficult to communicate, as it often defies understanding. It unfolds over time and cannot be told through linear narratives. Nevertheless, we show that narratives can become a medium through which experiences of trauma may be shared, alleviating the sense of alienation common to post-traumatic experience. Drawing from one of the authors’ lived experiences of cancer and her illness narrative, we focus on the question of whether traumatic events can be narrated, known, and shared. In conversation with (...) one another, and building on phenomenological literature on trauma (Husserl, 1973, Walther, 1923), illness (Carel, 2021, 2016), and working with an autoethnographic approach to cancer (Pini, 2022; Pini and Maguire-Rosier, 2021; Pini and Pini, 2019) in this chapter we address the ways in which creative and expressive illness narratives—particularly the sharing of such experiences—can help patients heal or repair from trauma. We identify the moment of the cancer diagnosis as a traumatic event, as it constitutes the expulsion of the individual into an alienworld: the world of the sick. We demonstrate how a philosophical account of unification (Walther 1923) may help shed light on the complexities of traumatic experience and highlight the potential of embodied narratives to re-establish a sense of belonging through sharing trauma experiences. We present a case in which performance art serves not only as an act of creatively re-modelling the performer’s illness narrative, but as a means to communicate this experience. Sharing the experience of trauma and recovery contributes to a re-constitution of a sense of belonging. We highlight that the (re-)constitution of feelings of belonging is a dyadic process between the traumatized individual and others. An illness narrative needs to be heard, seen, or otherwise witnessed in order to fulfil its full healing potential. In this way, we hope to contribute to a better understanding of how a narrative approach can be fruitfully applied in clinical practice. (shrink)

This collaborative volume offers the first historical reconstruction of the concept of popular sovereignty from antiquity to the twentieth century. First formulated between the late sixteenth and mid-seventeenth centuries, the various early modern conceptions of the doctrine were heavily indebted to Roman reflection on forms of government and Athenian ideas of popular power. This study, edited by Richard Bourke and Quentin Skinner, traces successive transformations of the doctrine, rather than narrating a linear development. It examines critical moments in the (...) career of popular sovereignty, spanning antiquity, medieval Europe, the early modern wars of religion, the revolutions of the eighteenth century and their aftermath, decolonisation and mass democracy. Featuring original work by an international team of scholars, the book offers a reconsideration of one of the formative principles of contemporary politics by exploring its descent from classical city-states to the advent of the modern state. (shrink)

Teachers' adaptive expertise has received increasing attention in the current English as foreign language teaching field, however, it has seldom been examined with adaptive practices by teachers in on-going classes among existing literature. Adopting a mixed-method design with data triangulation, this study was conducted to explore the complexity of teachers' adaptive expertise and adaptive teaching practices that an EAP writing teacher demonstrated in academic writing courses, from a Complex Dynamic Systems Theory perspective. Semi-structured interviews, classroom observations, and questionnaires were (...) arranged to collect qualitative and quantitative data from an EAP writing teacher and 43 EFL learners in a Chinese university. Thematic analysis and SPSS were mainly used in the current work for data analysis. Our findings confirmed the complexity of TAE and ATP with specific features of non-linearity, interconnectedness, and self-organization, which are classic CDST characteristics; the TAE evolved with meta-cognitive, cognitive, affective and social components that are intertwined and contributed to the teacher's adaptive teaching practices in her academic writing course; being facilitated by TAE, the teacher's adaptive teaching practices significantly enhanced EFL learners, learning motivation of academic writing and their learning efficiency. Findings of the current work pave the way for future studies in researching TAE and ATP with a thorough consideration of language teachers, students and contexts from the CDST perspective. Moreover, pedagogical contributions are highlighted through the detailed examinations of the EAP writing teacher's ATP, including the class design, teaching plans, and methods, which would be fruitful for the development of tertiary EAP writing research. (shrink)

"Thinking about thinking", the topic of this section of our volume, leads us into an Escherian web of self-referential interconnections — which nevertheless make sense, at least if we do not shy away at once in the face of paradox, for fear of inconsistency. How do our critical faculties enter the picture? Adding a few conceptual dimensions to the merely linearly causal one may help us to shed light on the issue, and may help us also to understand some of (...) the basic strategies "Western" thought has developed throughout its historical pathway in its conscious dealings with the 'real'. Of course, in a few pages it is impossible to do justice to this complicated subject. But I'll try to give the reader an as clear as possible description of the, in my view, crucial issues, pointing out the ways they resonate into the many fields of interest represented in the intended readership, and leave it to the reader to dig deeper through the given references. (shrink)