This corrigendum concerns [, § ] on ordered difference existentially closed valued fields where we overlooked the problem of immediate extensions.

The reception of Dewey's work has suffered, in terms of his political philosophy, from a certain mistrust. First, in the field of education, Dewey's refusal to grant "ultimate" or "high" status to certain values, even those of the French Republic, has made him a mistrusted figure.1 Apart from the pedagogues of Education Nouvelle, which defied the then dominant "Cartesian tradition of the dualistic philosophy of reason" in France, Dewey was little studied before the 1960s. In 2013, Kambouchner perceived an opposition (...) between Dewey and Durkheim;2 however, the French reception of The Public and Its Problems in 1927 also suffered from suspicion and skepticism.3 To begin, there was suspicion with regard to this... (shrink)

Given a model-complete theory of topological fields, we considered its generic differential expansions and under a certain hypothesis of largeness, we axiomatised the class of existentially closed ones. Here we show that a density result for definable types over definably closed subsets in such differential topological fields. Then we show two transfer results, one on the VC-density and the other one, on the combinatorial property NTP2.

We describe classes of existentially closed ordered difference fields and rings. We show an Ax-Kochen type result for a class of valued ordered difference fields.

A totally ordered group G is essentially periodic if for every definable non-trivial convex subgroup H of G every definable subset of G is equal to a finite union of cosets of subgroups of G on some interval containing an end segment of H; it is coset-minimal if all definable subsets are equal to a finite union of cosets, intersected with intervals. We study definable sets and functions in such groups, and relate them to the quasi-o-minimal groups introduced in Belegradek (...) et al. . Main results: An essentially periodic group G is abelian; if G is discrete, then definable functions in one variable are ultimately piecewise linear. A group such that every model elementarily equivalent to it is coset-minimal is quasi-o-minimal , and its definable functions in one variable are piecewise linear. (shrink)

We consider the reduct to the module language of certain theories of fields with a non surjective endomorphism. We show in some cases the existence of a model companion. We apply our results for axiomatizing the reduct to the theory of modules of non principal ultraproducts of separably closed fields of fixed but non zero imperfection degree.

We show that if G is a group of finite Morley rank, then the verbal subgroup is of finite width, where w is a concise word. As a byproduct, we show that if G is any abelian-by-finite group, then Gn= is definable.

With this proposal, we wish to revisit the Idea of the University in the perspective of the democratic project of the American philosopher and pragmatist John Dewey. Our hypothesis consists in the thesis that the deweyen project confronts the problem of the social distribution of knowledge, in the aim of giving us the means to transform the latter. In this way, if we consider that the university is part of this distribution through its student learning function, then our purpose is (...) to demonstrate that this learning is currently guided by an individual intelligence paradigm harms that the development of collective intelligence. For John Dewey, the latter is one of the central means of his democratic project which would reconcile the Idea of a University with real University institutions. Therefore, according to him, if universities want to contribute to the democratic project, we must adopt a new pedagogical orientation promoting individual and collective intelligence. (shrink)

Le féminisme est un mouvement théorique et politique pluriel et en perpétuelle évolution. Aussi ce travail se situe dans les champs de la philosophie de l’éducation et plus particulièrement au sein des débats entre plusieurs courants philosophiques se réclamant du féminisme. Il cherche à évaluer l’intérêt de deux de ces approches philosophiques au regard de la construction d’une pédagogie féministe. Se trouve ainsi comparées l’approche de la théorie critique (proche du marxisme matérialiste et de l’école de Francfort) et l’approche pragmatiste (...) (issue des travaux de Jane Addams et John Dewey) par rapport au problème du “consciousness-raising” en pédagogie. Ce dernier présente en effet des difficultés à l’approche critique qui seront exposées dans la première partie de l’argumentation. L’hypothèse de notre travail est que le pragmatisme peut apporter des outils théoriques répondant à ses difficultés et venant ainsi compléter ceux de la théorie critique au profit de la pédagogie féministe. Ainsi la deuxième partie de notre argumentation se concentre sur l’intérêt épistémique de ces outils pédagogiques que propose le pragmatisme. Ces derniers sont rendus possibles par la valorisation épistémique de la perplexité et de l’empathie, et nous verrons en quoi ils permettent d’augmenter l’efficacité du “consciousness-raising” lors des pratiques pédagogiques quotidiennes. (shrink)

Given a simple non-trivial finite-dimensional Lie algebra L, fields $K_i$ and Chevalley groups $L(K_i)$ , we first prove that $\Pi_{\mathcal{U}} L(K_i)$ is isomorphic to $L(\Pi_{\mathcal{U}}K_i)$ . Then we consider the case of Chevalley groups of twisted type ${}^n\!L$ . We obtain a result analogous to the previous one. Given perfect fields $K_i$ having the property that any element is either a square or the opposite of a square and Chevalley groups ${}^n\!L(K_i)$ , then $\pu{}^n\!L(K_i)$ is isomorphic to ${}^n\!L(\pu K_i)$ . (...) We apply our results to prove the decidability of the set of sentences true in almost all finite groups of the form L(K) where K is a finite field and L a fixed untwisted Chevalley type. (shrink)

Philosophy for Children: a Way to Reconcile Disciplinary Teaching and School Life? Drawing mainly on John Dewey's writings, this contribution aims to extend the dualism of a traditional conception of education at the epistemological, pedagogical and organizational levels. This conception was already criticised by this author at the beginning of the 20th century and still remains widely present today among the school community. Through this approach, we demonstrate that the dualist approach is as many obstacles to be removed in the (...) process both to improve and rebuild a better education. The hypothesis defended here consists to demonstrate how philosophy for children, strengthened by its pragmatist heritage, can challenge these dualisms and thereby jeopardize the traditional conception of education. (shrink)

We consider valued fields with a distinguished isometry or contractive derivation as valued modules over the Ore ring of difference operators. Under certain assumptions on the residue field, we prove quantifier elimination first in the pure module language, then in that language augmented with a chain of additive subgroups, and finally in a two-sorted language with a valuation map. We apply quantifier elimination to prove that these structures do not have the independence property.

Le présent article examine la façon dont John Dewey a entrepris de poser le problème de la valuation et de ses conséquences au sein de sa théorie de l’éducation. Plus spécifiquement, nous voudrions montrer que son effort pour repenser l’articulation des moyens et des fins du processus de valuation contribue à repenser l’enquête morale. Celle-ci, si elle fait alors l’objet d’une pédagogie qui met au centre l’expérience vécue du sujet, nous oblige à concevoir à nouveaux frais les valeurs que nous (...) accordons aux connaissances apprises. Notre analyse entend démontrer que : 1) de même que dans le domaine éthique, rien n’a de valeur en soi pour le sujet agissant. Mais que 2) la valuation de tout acte est déterminée en situation, alors, 3) dans le domaine de la pédagogie, aucune connaissance n’a de valeur en soi pour l’élève. 4) Ainsi la première tâche de l’enseignant.e est de former l’élève à des processus de valuation efficaces. Cela dans le but que celui-ci puisse à son tour, clairement, déterminer pour lui-même les connaissances qui auront de la valeur. Si notre hypothèse est juste alors cette tâche devient à la fois un point de départ important de la pédagogie pragmatiste et un impératif incontournable de l’éthique enseignante. -/- The present article examines how Dewey addressed the problem of value, as well as the consequences that this solution had for his educational theory. More specifically, I aim to show that Dewey’s effort to rethink means and ends within the process of valuation contributes to a recasting of moral inquiry. If moral inquiry becomes part of a pedagogy that focuses upon the lived experience of the subject, this compels us to rethink the value we attribute to acquired knowledge. My analysis will demonstrate 1) that even within the ethical domain, nothing has value in itself for the acting subject, but that 2) the value of all acts must be determined within specific situations, and therefore 3) within the domain of pedagogy, no knowledge has value in and of itself for the student. 4) Thus the first task of the teacher is to teach students how to evaluate questions of value, which will push them to determine for themselves what knowledge has value. If my hypothesis is correct, this task becomes simultaneously an important starting place for pragmatist pedagogy and a cornerstone of a new ethic of teaching. (shrink)

We consider first-order theories of topological fields admitting a model-completion and their expansion to differential fields . We give a criterion under which the expansion still admits a model-completion which we axiomatize. It generalizes previous results due to M. Singer for ordered differential fields and of C. Michaux for valued differential fields. As a corollary, we show a transfer result for the NIP property. We also give a geometrical axiomatization of that model-completion. Then, for certain differential valued fields, we extend (...) the positive answer of Hilbert’s seventeenth problem and we prove an Ax–Kochen–Ershov theorem. Similarly, we consider first-order theories of topological fields admitting a model-companion and their expansion to differential fields, and under a similar criterion as before, we show that the expansion still admits a model-companion. This last result can be compared with those of M. Tressl: on one hand we are only dealing with a single derivation whereas he is dealing with several, on the other hand we are not restricting ourselves to definable expansions of the ring language, taking advantage of our topological context. We apply our results to fields endowed with several valuations. (shrink)

It is known today that Hegel's philosophy was at the center of the development of pragmatism. In particular, the relation of Dewey's philosophy to Hegel's has recently been studied with great attention1. Many studies have revealed that the German philosopher had a fundamental influence on the young John Dewey, particularly with regard to his theory of culture, for his logic, as well as for his psychology. These new readings propose a profoundly original view of Dewey and explain why he thought (...) of his philosophy as a "permanent Hegelian deposit".Our work aims to... (shrink)

There has been a long debate on whether demonstratives are directly referential as Kaplan originally argued, or indirectly referential like a definite description. I propose a new analysis of demonstratives that combines intuitions from both direct and indirect approaches. The demonstrative is analyzed as an indirectly referential expression with a binary maximality operator that takes two arguments, where the second argument can be a deictic pointing, an anaphoric index, or a relative clause. Direct reference is encoded not in the (...) meaning of the demonstrative but in the meaning contributed by the pointing gesture, thus capturing both direct and indirect uses. I further propose that some pronouns in English function as demonstratives, realizing the binary structure and competing with the demonstrative. The main advantages of this proposal include (a) deriving the distribution of pronominal and adnominal demonstratives systematically; (b) capturing the unique interaction that demonstratives have with a pointing gesture; and (c) locating English demonstratives against a larger, cross-linguistic picture. (shrink)

We revisit Kolchin's results on definability of differential Galois groups of strongly normal extensions, in the case where the field of constants is not necessarily algebraically closed. In certain classes of differential topological fields, which encompasses ordered or p‐valued differential fields, we find a partial Galois correspondence and we show one cannot expect more in general. In the class of ordered differential fields, using elimination of imaginaries in, we establish a relative Galois correspondence for relatively definable subgroups of the group (...) of differential order automorphisms. (shrink)

The aim of this paper is to explore the proper content of a formal semantic theory in two respects: first, clarifying which uses of expressions a formal theory should seek to accommodate, and, second, how much information the theory should contain. I explore these two questions with respect to occurrences of demonstratives and pronouns – the so- called ‘deferred’ uses – which are often classified as non-standard or figurative. I argue that, contrary to initial impressions, they must be treated as (...) semantically identical to ordinary, perceptual uses of these expression-types, and that this finding has important repercussions for our view of the scope and limits of a semantic theory. (shrink)

Nowak and Michaelson have done us the service of presenting direct and clear worries about our account of demonstratives. In response, we use the opportunity to engage briefly with their remarks as a useful way to clarify our view.

In this essay I attempt a philosophical analysis of the Chinese Buddhist thought of linguistic reference to shed light on how the Buddhist understands the way language refers to an ineffable reality. For this purpose, the essay proceeds in two directions: an enquiry into the linguistic thoughts of Sengzhao (374-414 CE) and Jizang (549-623 CE), two leading Chinese Madhyamika thinkers, and an analysis of the Buddhist simile of a moon-pointing finger. The two approaches respectively constitute the horizontal and vertical (...) axes of this essay. The simile of a moon-pointing finger originated in Indian Buddhism and later received much attention in Chinese Buddhism. In light of the Chinese Buddhist interpretations of the simile, I set forth six theses to make explicit the philosophic implications there involved. They are: (1) words in no way correspond with the ineffable Real and cannot say or properly express the Real; (2) words can point toward the Real by means of the forms meant or properly expressed by them; (3) the forms are plainly different from the Real and so are to be negated; (4) one who takes the forms for the Real not only misunderstands the Real but is also ignorant of the function of language; (5) the forgetting of words and their forms can dissolve the entanglement of language and thought and even lead to the intuition of the Real; (6) the intuition of the Real depends upon extra-linguistic factors as well as language. In elaborating the theses, I resort to passages in Sengzhao’s and Jizang’s works to disclose their linguistic thoughts in relation to the theses. A main concern here is to show how one can speak the unspeakable, how one can refer to an ineffable reality without committing self-contradiction. This is done in relation to their views, the theses as well as a free interpretive analysis. I construe the notion of indication as involving the imposition-cum-negation method and argue that one can use words to indicate the ineffable without at the same time describing it. The ineffable is indescribable, but it can be intimated through indication. Meanwhile, I also discuss Zhuangzi’s notion of word-forgetting as it plays a role in the simile and in Jizang’s philosophy of language. One of the purposes of this essay is to show that while valuing the therapeutic and evocative functions of religious language, Chinese Buddhist thinkers also understand the language indicatively. Without taking note of the indicative function of religious language, one cannot form an adequate picture of the Chinese Buddhist -- especially, the Chinese Madhyamaka -- philosophy of language. (shrink)

I argue that figurative speech, and irony in particular, presents a deep challenge to the orthodox view about sentence content. The standard view is that sentence contents are, at their core, propositional contents: truth-conditional contents. Moreover, the only component of a sentence’s content that embeds in compound sentences, like belief reports or conditionals, is the propositional content. I argue that a careful analysis of irony shows this view cannot be maintained. Irony is a purely pragmatic form of content that embeds (...) in compound sentences. The standard view cannot account for this fact. I sketch out a speech-act theoretic framework that can. But in accepting this alternative framework we are giving up on the whole idea of an autonomous semantics. (shrink)

This article has a few goals. The first goal is to discover the development of Semitic pointing systems such as Babylonian Hebrew (both simple and complex), Tiberian Hebrew, Palestinian Hebrew, Samaritan Hebrew, Syriac (both Western [Jacobite] and Eastern [Nestorian]) and Arabic. The second goal is to propose the possible development because of the interaction between those languages in the past. In this article, the comparative method will be used as the methodology. A general observation of these signs and a (...) proposition regarding the possible development amongst those languages will be presented.Contribution: This article traces the synchronic and diachronic development of Semitic languages’ vocalisation systems and proposes a possible development between them. (shrink)

Deictic pointers allow the nervous system to exploit information in a frame that is centered on the object of interest. This processing may take place in visual or haptic space, but the information processing advantages of deictic pointing can also be applied in abstract spaces, providing the basis for analogical transfer. Simulation and behavioral results illustrating this progression from embodiment to abstraction are discussed.

Signed utterances are densely packed with pointing signs, reaching a frequency of one in six signs in spontaneous conversations (de Vos, 2012; Johnston, 2013a; Morford & MacFarlane, 2003). These pointing signs attain a wide range of functions and are formally highly diversified. Based on corpus analysis of spontaneous pointing signs in Kata Kolok, a rural signing variety of Bali, this paper argues that the full meaning potentials of pointing signs come about through the integration of a (...) varied set of linguistic and extralinguistic cues. Taking this hybrid nature of pointing phenomena into account, it is argued that pointing signs may become an intrinsic aspect of sign language grammars through two mechanisms: morphemization and syntactic integration. Although not entailed in this research, this approach could implicate that some highly systematized pointing systems of speaking communities may to a degree be grammatical as well. (shrink)

Research using the intermodal preferential looking paradigm (IPLP) has consistently shown that English‐learning children aged 2 can associate transitive argument structure with causal events. However, studies using the same methodology investigating 2‐year‐old children’s knowledge of the conjoined agent intransitive and semantic role assignment have reported inconsistent findings. The aim of the present study was to establish at what age English‐learning children have verb‐general knowledge of both transitive and intransitive argument structure using a new method: the forced‐choice pointing paradigm. The (...) results suggest that young 2‐year‐olds can associate transitive structures with causal (or externally caused) events and can use transitive structure to assign agent and patient roles correctly. However, the children were unable to associate the conjoined agent intransitive with noncausal events until aged 3;4. The results confirm the pattern from previous IPLP studies and indicate that children may develop the ability to comprehend different aspects of argument structure at different ages. The implications for theories of language acquisition and the nature of the language acquisition mechanism are discussed. (shrink)

The article investigates a multimodal practice for self-selecting observed in a video-taped corpus of work meetings: the use of pointing gestures predicting possible turn completions and projecting the emergence of possible next speakers. This practice is analyzed in various sequential positions, namely at turn beginnings and at pre-beginnings. It displays recipients' practical online turn parsing, and their orientation to transition spaces, and to TCU, completions in a visible, recognizable, public way. It shows the emergent and progressive establishment of speakership, (...) exploiting both systematic features of turn-taking and specific features of the interactional space. The article explores the emic, locally situated and contingent definition of speakership by considering not only where pointing gestures begin but also where they end: pointing does not only end in pre-completion positions, projecting turn end, but can also persist through sequences, showing speaker's orientations to her turn's sequential implicativeness. Thus, by observing a particular multimodal practice within a specific interactional setting, the article explores participants' orientations to the rights and obligations associated with talk-related categories such as `non current speaker', `possible next speaker', `incipient speaker' and `current speaker'. (shrink)