Barbarism was by no means unique to the past 100 years, Jonathan Glover tells us, but ''it is still right that much of 20th-century history has been a very unpleasant surprise.'' This was the century of Passchendaele, Dresden, Nanking, Nagasaki and Rwanda; of the Final Solution, the gulag, the Great Leap Forward, Year Zero and ethnic cleansing -- names that stand for killings in the six and seven figures and for suffering beyond comprehension. The technological progress that inspired the optimism (...) of the Victorians turned out also to multiply the effects of old-fashioned evil and criminal stupidity. (shrink)

The philosophies of education serve as the guide of the teachers in handling the teaching-learning process. However, a belief will remain as a belief unless it is practiced. This study aimed to find the relationship between the philosophical beliefs and practices of the 30 teachers of the schools in San Roque, Mabini, Bohol - San Roque Elementary School and San Roque National High School, S.Y. 2019-2020. The study utilized a quantitative method descriptive survey research design. The research instrument used was (...) a self-constructed questionnaire in which the reliability was tested by a Cronbach’s Alpha using Statistical Package for the Social Science (SPSS) software. Simple percentage and weighted mean were some of the statistical treatments used. Kendall’s tau_b, a non-parametric test, was used to determine the correlation between philosophical beliefs and their equivalent pedagogical practices. All of the statistical treatments were also run using the SPSS software. Further, the researcher assured the proper observation of the research ethics protocol. Based on the results, the philosophies of Progressivism (3.63) and Perennialism (3.31) were the most and least prevailing philosophical beliefs, respectively. On the other hand, the most and least prevailing philosophies practiced are Progressivism (3.69) and Essentialism (3.19), respectively. Moreover, research findings revealed that there was a significant relationship between the philosophical beliefs of teachers and their pedagogical practices. In conclusion, this study claims that teachers’ pedagogical practices are dependent to their philosophical beliefs; and as the teachers believed on a particular philosophy of education, they practice it accordingly to the extent of their adherence to the belief. (shrink)

One of the most dominant approaches to semantics for relevant (and many paraconsistent) logics is the Routley-Meyer semantics involving a ternary relation on points. To some (many?), this ternary relation has seemed like a technical trick devoid of an intuitively appealing philosophical story that connects it up with conditionality in general. In this paper, we respond to this worry by providing three different philosophical accounts of the ternary relation that correspond to three conceptions of conditionality. We close (...) by briefly discussing a general conception of conditionality that may unify the three given conceptions. (shrink)

La vulnérabilité dans la relation de soin est manifeste du côté de la personne malade. Il s’agit ici de mettre à jour l’impensé de cette relation : la vulnérabilité du soignant, exposé non seulement à la souffrance, mais à toute l’existence d’autrui, jusqu’à sa mort. À partir d’une expérience de bénévolat en soins palliatifs, cet article présente quelques aspects de ce que Ricœur appelle une « phénoménologie du soi affecté par l’autre que soi », afin de montrer que (...) la reconnaissance de cette vulnérabilité peut devenir une vertu relationnelle. Juste milieu entre l’impuissance et la toute-puissance, elle ouvre à la sollicitude, qui révèle les capacités et permet une action ajustée à la situation. Reconnue comme « fonds commun » entre soignant et soigné, elle permet de corriger l’asymétrie de la relation pour y introduire une dimension de réciprocité. (shrink)

Agents are often assumed to have degrees of belief (“credences”) and also binary beliefs (“beliefs simpliciter”). How are these related to each other? A much-discussed answer asserts that it is rational to believe a proposition if and only if one has a high enough degree of belief in it. But this answer runs into the “lottery paradox”: the set of believed propositions may violate the key rationality conditions of consistency and deductive closure. In earlier work, we showed that this problem (...) generalizes: there exists no local function from degrees of belief to binary beliefs that satisfies some minimal conditions of rationality and non-triviality. “Locality” means that the binary belief in each proposition depends only on the degree of belief in that proposition, not on the degrees of belief in others. One might think that the impossibility can be avoided by dropping the assumption that binary beliefs are a function of degrees of belief. We prove that, even if we drop the “functionality” restriction, there still exists no local relation between degrees of belief and binary beliefs that satisfies some minimal conditions. Thus functionality is not the source of the impossibility; its source is the condition of locality. If there is any non-trivial relation between degrees of belief and binary beliefs at all, it must be a “holistic” one. We explore several concrete forms this “holistic” relation could take. (shrink)

In ____Womanizing Nietzsche,__ Kelly Oliver uses an analysis of the position of woman in Nietzsche's texts to open onto the larger question of philosophy's relation to the feminine and the maternal. Offering readings from Nietzsche, Derrida, Irigaray, Kristeva, Freud and Lacan, Oliver builds an innovative foundation for an ontology of intersubjective relationships that suggests a new approach to ethics.

I argue that the phenomenon underlying Bernard Williams’ (1976) “agent-regret” is considerably broader than appreciated by Williams and others. Agent-regret— an anguished response that agents have for harms they have caused, even if faultlessly— I maintain, is a species of a more general response to harms that need not be one’s fault, but which nonetheless impact one’s practical identity in a special way. This broader genus includes as a species what I call “relation-regret”, a pained response to harm caused (...) by a person to whom one is intimately related, as a co-member of a group partly constitutive of one’s practical identity (e.g. one’s family). After providing an account of the moral psychology of relation-regret, I attend to its normative significance, proposing in particular that acceptance of relation-regret provides us with reasons for accepting a novel form of moral luck, namely associative luck: the luck of being vulnerable to responsibility-responses in virtue of one’s attachments to others, despite one’s personal faultlessness. (shrink)

This is the second volume of Professor Macmurray's Gifford Lectures on The Form of the Personal. The first volume, The Self as Agent, was concerned to shift the center of philosophy from thought to action. Persons in Relation, starting from this practical standpoint, sets out to show that the form of personal life is determined by the mutuality of personal relationship, so that the unit of human life is not the "I" alone, by the "You and I.".

A relation between two secrets, known in the literature as nondeducibility , was originally introduced by Sutherland. We extend it to a relation between sets of secrets that we call independence . This paper proposes a formal logical system for the independence relation, proves the completeness of the system with respect to a semantics of secrets, and shows that all axioms of the system are logically independent.

What is the relation between moral reasons and moral requirement? Specifically: what relation does an action have to bear to one’s moral reasons in order to count as morally required? This paper defends the following answer to this question: an action is morally required just in case the moral reasons in favor of that action are enough on their own to outweigh all of the reasons, moral and nonmoral, to perform any alternative. I argue that this decisive moral (...) reason view satisfies three key desiderata: it is compatible with either affirming or denying the existence of moral options; it vindicates moral rationalism, the thesis that an action can be morally required only if one ought to do it all things considered; and most distinctively, it explains why unexcused moral wrongdoing necessarily shows disregard for moral reasons. (shrink)

I develop an account of how mathematized theories in physics represent physical systems, in response to the frequent claim that any such account must presuppose a non-mathematized, and usually linguistic, description of the system represented. The account I develop contains a circularity, in that representation is a mathematical relation between the models of a theory and the system as represented by some other model --- but I argue that this circularity is not vicious, in any case refers in linguistic (...) accounts of meaning and representation, and is simply a consequence of the fact that we have no unmediated, representation-independent access to the world. (shrink)

Exploring the gender‐technology relation in nursingFeminist and nursing scholars have emphasized the critical role Western technology has played in the history and development of women and nursing. Yet, despite their common ground in tying both the emancipation and the subordination of women and nurses to technology, there has been virtually no association between nursing and gender‐technology studies. Gender‐technology studies offer nursing scholars new analytic directions and methodological tools to explore the nursing‐technology relation. Nursing, in turn, offers gender‐technology studies (...) a rich empirical site to further its theoretical development. (shrink)

This article aims to articulate the richness of the pedagogical relation and pedagogical tact in an age of the near ubiquitous presence of digital education. Drawing on Citton, we argue that there is an ecology of attentional influence that is pedagogically decisive. Our argument proceeds as follows: first, we introduce Citton’s theoretical frame; second, we examine the general conception of education that is established and articulated through the pedagogical relations between educator, student and world; third, we consider the concept (...) of pedagogical tact and analyse how Citton’s framing of attention gives shape to understanding pedagogical tact; last, we connect attention to education, arguing that education concerns drawing attention to aspects of the world through pedagogically tactful action. We conclude by calling for greater reflection on aspects of education which are difficult to render digitally, and which rely on the speculative and interpretive capacities of the educator. (shrink)

The relation-theory of mental acts proposes that a mental act is a kind of relative entity founded upon the mind and directed at the object of perception or thought. While most medieval philosophers recognized that there is something importantly relational about thought, they nevertheless rejected the view that mental acts are wholly relations. Rather, the dominant view was that a mental act is either in whole or part an Aristotelian quality added to the mind upon which such a (...) class='Hi'>relation to the object can be founded. In this paper, I examine Durand of St.-Pourçain's defense of the relation-theory of mental acts against two objections raised against it: the first from John Duns Scotus, among others, and the second from an anonymous Thomist and Adam Wodeham. -/- . (shrink)

We propose a theory that relates perceived evidence to numerical probability judgment. The most successful prior account of this relation is Support Theory, advanced in Tversky and Koehler. Support Theory, however, implies additive probability estimates for binary partitions. In contrast, superadditivity has been documented in Macchi, Osherson, and Krantz, and both sub- and superadditivity appear in the experiments reported here. Nonadditivity suggests asymmetry in the processing of focal and nonfocal hypotheses, even within binary partitions. We extend Support Theory by (...) revising its basic equation to allow such asymmetry, and compare the two equations’ ability to predict numerical assessments of probability from scaled estimates of evidence for and against a given proposition. Both between- and within-subject experimental designs are employed for this purpose. We find that the revised equation is more accurate than the original Support Theory equation. The implications of asymmetric processing on qualitative assessments of chance are also briefly discussed. (shrink)

Description: Ancient Indian logic by itself is a very vast subject. The ancient Sanskrit term nyaya which was first used in a different or in a much more general sense, was later specifically applied to the Nyaya school. The physics and physiology and psychology of the Nyaya doctrine are not specifically its own, being from the first indistinguishable from those of its sister Sastra, the Vaisesika. What characterizes it specifically is the development of the nyaya or five-membered method of demonstration (...) and its insistence on the four sources of knowledge, corresponding to the first four members of its demonstrative formula, or 'Syllogism.' The importance of Nyaya is in its doctrine of the pramanas, or sources of proof, and in its formulation of the nyaya, or method of demonstration. Indian Logic in its Early Schools by H.N. Randle is an interpretation of Indian logical theory in its historical development based on the study of original texts wherever reference to Nyaya as a method of logic has been made, and thus, covers a very wide field of Indian philosophy. An indispensable work for students of Indian philosophy, it is especially important for those who are interested in Nyayadarsana in its relation to the early logic of other schools. (shrink)

We give a detailed extended abstract reflecting what we know about Boolean relation theory. We follow this by a proof sketch of the main instances of Boolean relation theory, from Mahlo cardinals of finite order, starting at section 19. The proof sketch has been used in lectures.

Robert Stern; VII*—The Relation between Moral Theory and Metaphysics, Proceedings of the Aristotelian Society, Volume 92, Issue 1, 1 June 1992, Pages 143–160, h.

The article aims to show that Peirce, after realizing the appropriation that James and others made of Pragmatism, taking it far from an ideal of justice and keeping it in the service of a “nauseating utility”, whose principle was that only individual utility, including spiritual well-being, would be the ultimate goal of all practice, he sought a philosophy that would keep logic and science united in a realistic manner with laws that could be metaphysically real. In this way, he perceived (...) the necessity to transcend the hypothetical considerations incorporated into the sense of the pragmatic maxim, attempting to distance it from nominalist risk. In this process, he took into account two new normative sciences, esthetics and ethics, in addition to logic, so that Pragmaticism, in intelligent criticism, would investigate whether an admirable end of a subject could be pursued in an indefinite and prolonged course of action, without grounding it solely on individual utility, thus replacing the ideal of justice for the renamed Pragmatism, the Pragmaticism. (shrink)

Due to the importance of Aristotle’s Peri Hermeneias in Medieval Arabic and Latin, I took this text as a relatively shared script that is interpreted by Al-Farabi and Aquinas.

Built on the foundations laid by Peirce, Schröder, and others in the 19th century, the modern development of relation algebras started with the work of Tarski and his colleagues [21, 22]. They showed that relation algebras can capture strong first‐order theories like ZFC, and so their equational theory is undecidable. The less expressive class WA of weakly associative relation algebras was introduced by Maddux [7]. Németi [16] showed that WA's have a decidable universal theory. There has been (...) extensive research on increasing the expressive power of WA by adding new operations [1, 4, 11, 13, 20]. Extensions of this kind usually also have decidable universal theories. Here we give an example – extending WA's with set‐theoretic projection elements – where this is not the case. These “logical” connectives are set‐theoretic counterparts of the axiomatic quasi‐projections that have been investigated in the representation theory of relation algebras [22, 6, 19]. We prove that the quasi‐equational theory of the extended class PWA is not recursively enumerable. By adding the difference operator D one can turn WA and PWA to discriminator classes where each universal formula is equivalent to some equation. Hence our result implies that the projections turn the decidable equational theory of “WA + D ” to non‐recursively enumerable (© 2009 WILEY‐VCH Verlag GmbH & Co. KGaA, Weinheim). (shrink)

ENTIRE BOOK, SINGLE FILE. BOOLEAN RELATION THEORY AND THE INCOMPLETENESS PHENOMENA. 10/30/07 version. Same as 10/01/07 version with Preface added. 568 pages without Appendix B. See above for Appendix B by Francoise Point.

Name der Zeitschrift: Neue Zeitschrift für Systematische Theologie und Religionsphilosophie Jahrgang: 61 Heft: 3 Seiten: 333-353.