I argue that there are at least four different ways in which the term ‘function’ is used in connection with the study of living organisms, namely: function as activity, function as biological role, function as biological advantage, and function as selected effect. Notion refers to what an item does by itself; refers to the contribution of an item or activity to a complex activity or capacity of an organism; refers to the value for the organism of an item having a (...) certain character rather than another; refers to the way in which a trait acquired and has maintained its current share in the population. The recognition of a separate notion of function as biological advantage solves the problem of the indeterminate reference situation that has been raised against a counterfactual analysis of function, and emphasizes the importance of counterfactual comparison in the explanatory practice of organismal biology. This reveals a neglected problem in the philosophy of biology, namely that of accounting for the insights provided by counterfactual comparison. (shrink)

This paper is concerned with reasonings that purport to explain why certain organisms have certain traits by showing that their actual design is better than contrasting designs. Biologists call such reasonings 'functional explanations'. To avoid confusion with other uses of that phrase, I call them 'design explanations'. This paper discusses the structure of design explanations and how they contribute to scientific understanding. Design explanations are contrastive and often compare real organisms to hypothetical organisms that cannot possibly exist. They are not (...) causal but appeal to functional dependencies between an organism's different traits. These explanations point out that because an organism has certain traits, it cannot be alive if the trait to be explained were replaced by a specified alternative. They can be understood from a mechanistic point of view as revealing the constraints on what mechanisms can be alive. (shrink)

Werner syndrome is a rare autosomal recessive disorder that mimics some of the characteristics of aging. The gene for this disorder has recently been identified as a helicase of the recQ subclass(1). Other phenotypically distinctive disorders caused by different helicase mutations include Bloom syndrome, Cockayne syndrome, xeroderma pigmentosum and trichothiodystrophy. Possible mechanisms by which helicases might produce the variable phenotypes are discussed. These include altered nucleotide excision repair and RNA polymerase II‐mediated transcription. The discovery of the helicase defect in Werner (...) syndrome provides a road map for future study of its unique pathogenesis and conceivable, but unproved, relationship to the aging process. (shrink)

Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments. This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets (...) the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs. (shrink)

In this paper we argue for a unified semantics for hypothetical conditionals, hc s, e.g. _if it rains, we’ll cancel the picnic_, and biscuit conditionals, bc s, e.g., _if you are hungry, there are biscuits on the sideboard_. We side with recent literature in proposing that differences in the interpretation are related to (in)dependence between antecedent and consequent, but we move beyond current accounts in spelling out a characterization of independence that is actually predictive. We further establish a systematic link (...) between _if_-constructions and discourse structure, providing a dynamic update model that integrates the QUD, and thus the intentional discourse-structure. We argue that in bc s the antecedent sets up the question that is addressed by the consequent, and show that rescuing (Gricean) relevance in face of independence gives rise to implicatures corresponding to the different flavors associated with bc s. Crucially, we argue, this is the same mechanism responsible for our understanding that in the hc above, for example, it is the rain that will cause the cancellation of the picnic. Along the way we notice how the phenomena observed in _if_-constructions are also replicated in other quantificational structures. Ultimately, there is not much that is biscuit-specific. Their interpretation is the result of a conspiracy among semantics, dynamic update and intentional discourse-structure. (shrink)

This article aims to explicate the concept of emotional sharing against the background of interactive and situated approaches to affectivity, and to contextualize emotional sharing within the broader context of emotion research. It brings together research on situated affectivity with the debate on collective emotion. Emotional sharing is defined via four requirements and distinguished from other phenomena in the broad field of collective emotion, especially from mechanisms of emotional convergence and other forms of affective we-experience. The paper makes use of (...) the recently proposed concepts of affective scaffolding and affective arrangement to explore how emotional sharing is always enacted in sociorelational dynamics and embedded in socio-material contexts which enable, shape, and modulate the unfolding of emotional sharing and regulate who is likely to participate. (shrink)

This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action —designed to increase ethical reasoning skills in a variety of (...) situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life. (shrink)

This book challenges several widespread views concerning Aristotle's methods and practices of scientific and philosophical research. Taking central topics in psychology, zoology, astronomy and politics, Professor Lloyd explores generally unrecognised tensions between Aristotle's deeply held a priori convictions and his remarkable empirical honesty in the face of complexities in the data or perceived difficult or exceptional cases. The picture that emerges of Aristotle's actual engagement in scientific research and of his own reflections on that research is substantially more complex than (...) is usually allowed. (shrink)

In this paper I shall venture into an area with which I am not very familiar and in which I feel far from confident; namely into phenomenology. My main motive is not to get away from standard, boring, methodological questions like those of induction and demarcation; but the conviction that a phenomenological account of the empirical basis forms a necessary complement to Popper's falsificationism. According to the latter, a scientific theory is a synthetic and universal, hence unverifiable proposition. In fact, (...) in order to be technologically useful, a scientific hypothesis must refer to future states-of-affairs; it ought therefore to remain unverified. But in order to be empirical, a theory must bear some kind of relation to factual statements. According to Popper, such a relation can only be one of potential conflict. Thus a theory T will be termed scientific if and only if T is logically incompatible with a so-called basic statement b, where b is both empirically verifiable and empirically falsifiable. In other words: T is scientific if it entails ¬b; where b, hence also ¬b, is an empirically decidable proposition. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Book Reviews Bibliography on Plato's "'Laws, "" 1920-1970: With Additional Citations through May, 1975. By Trevor J. Saunders. (New York: Arno Press, 1976. Pp. i + 60. $15.00) The Penguin Classics translator of the non-Socratic Laws, as Leo Strauss called them, has here compiled in a most usable way a thorough bibliography of books and articles about the Laws or parts of them. The section "Texts, Translations, and (...) Commentaries" properly excludes translations not made directly from the Greek. In previous centuries this would, also properly, have excluded many a famous or popular translation, such as Thomas Taylor's or Victor Cousin's, worked out from the text of M. Ficino's "first edition" in Latin. Given the state of the Greek text and the practice, inaugurated by Ficino, of improving upon the Greek in the translatioias, some notation about the literalness of the translations cited would have been of additional value. Section B, in thirty pages, is the largest and also deliberately the most selective in striving to limit itself to work concerned exclusively or primarily with the Laws. But it cannot avoid including much material about some aspect of Plato in general rather than about the Laws; this is especially true of the subsection, B1, on comprehensive accounts. Section B2, on the text and its tradition, has overwhelmingly more citations about the indirect tradition than about the texts themselves, an interesting indication of the current state of this question. The next subsections, to B12, divide according to subject matter. BI3 lists studies on the influence of the Laws. The last section, in twenty-four pages, is most valuable. It lists, by Stephanus page number, an abundance of discussions of individual passages from Book I through Book XII wherever these discussions, bibliographically speaking, may have occurred. Students of the Laws will be well served by, and most grateful to, Professor Saunders for this bibliography. I can only second the intent of his parting epigraph that sends us back to the study of the Laws themselves. But I must add that more explicitly detailed work appears to be required both on the difficulties the text itself presents to students of Plato (one thinks of A. Boeckh's analyses of the prose in Books I through III) and on those which arise when the Laws is contrasted--from the point of view of design and intellectuality--with those of Plato's works that are comparable, if not in number of pages, at least in scale of conception and monumentality. V. TEJERA SUNY at Stony Brook Science and Philosophy in Aristotle's Biological Works. By Anthony Preus. (Hildesheim and New York: George Olms, 1975. Pp. ix + 404. DM.88) A reciprocal influence between Aristotle's philosophy and biology--if it could be demonstrated through step-by-step criticism and not merely asserted in generalities about functionalism--might help to explain both, and might also itself be philosophically interesting ; for it should clarify Aristotle's concepts of form, essence, universal, and species-concepts which have been mercilessly jumbled in the traditional interpretations. With the failure of Jaegerian developmental analyses, we can hardly now hope for help from detailed chronology. But a general dating of Aristotle's biological interest to the Assos-Mytilene period, when he was already aged forty, is accepted by most people (though not by Jaeger who [463] 464 HISTORY OF PHILOSOPHY put it at the end, nor by Ryle who put it at the beginning of Aristotle's career) and is the basis of Anthony Preus's contention in this book. For if Aristotle began serious biology only in middle life we could expect a tension between the antiphenomenal metaphysics of the Academy, which he had just left after twenty years there, and the kind of philosophizing and explaining that might seem demanded by living concrete organisms. Preus sets out to show such a tension, claiming on page 1 that "in P. A. and G. A. sometimes the philosophical position is bent to fit the observed facts, and sometimes the observations are adjusted to fit the philosophical position." The reader may be assured at once that this appalling accusation (which is repeated in the publisher's blurb) is not... (shrink)

2011 Reprint of 1943 Edition. Full facsimile of the original edition, not reproduced with Optical Recognition Software. "St. Thomas Aquinas" is enriched by the author's unique ability to see the world through the saint's eyes, a fresh and animated view that shows us Aquinas as no other biography has. Acclaimed as the best book ever written on Aquinas by such outstanding Thomists as Jacques Maritain, Etienne Gilson, and Anton Pegis, this brilliant biography will completely capture the reader and leave him (...) desirous of reading Aquinas' own monumental work. (shrink)

The complex chaotic dynamics and multistability of financial system are some important problems in micro- and macroeconomic fields. In this paper, we study the influence of two-delay feedback on the nonlinear dynamics behavior of financial system, considering the linear stability of equilibrium point under the condition of single delay and two delays. The system undergoes Hopf bifurcation near the equilibrium point. The stability and bifurcation directions of Hopf bifurcation are studied by using the normal form method and central manifold theory. (...) The theoretical results are verified by numerical simulation. Furthermore, one feature of the proposed financial chaotic system is that its multistability depends extremely on the memristor initial condition and the system parameters. It is shown that the nonlinear dynamics of financial chaotic system can be significantly changed by changing the values of time delays. (shrink)

G Reddiford; Conceptual Analysis and Education, Journal of Philosophy of Education, Volume 6, Issue 2, 30 May 2006, Pages 193–215, https://doi.org/10.1111/j.146.

An engaging argument about what experimental music can tell us about being human. -/- In Experimenting the Human, G Douglas Barrett argues that experimental music speaks to the contemporary posthuman, a condition in which science and technology decenter human agency amid the uneven temporality of postwar global capitalism. Time moves forward for some during this period, while it seems to stand still or even move backward for others. Some say we’re already posthuman, while others endure the extended consequences of never (...) having been considered fully human in the first place. Experimental music reflects on this state, Barrett contends, through its interdisciplinary involvements in postwar science, technology, and art movements. -/- Rather than pursuing the human’s beyond, experimental music addresses the social and technological conditions that support such a pursuit. Barrett locates this tendency of experimentalism throughout its historical entanglements with cybernetics, and in his intimate analysis of Alvin Lucier’s neurofeedback music, Pamela Z’s BodySynth performances, Nam June Paik’s musical robotics, Pauline Oliveros’s experiments with radio astronomy, and work by Laetitia Sonami, Yasunao Tone, and Jerry Hunt. Through a unique meeting of music studies, media theory, and art history, Experimenting the Human provides fresh insights into what it means to be human. (shrink)

Foucault’s remarks concerning psychoanalysis are ambivalent and even prima facie contra-dictory, at times lauding Freud and Lacan as anti-humanists, at others being severely criti-cal of their imbrication within psychiatric power. This has allowed a profusion of interpretations of his position, between so-called ‘Freudo-Foucauldians’ at one extreme and Foucauldians who condemn psychoanalysis as such at the other. In this article, I begin by surveying Foucault’s biographical and theoretical relationship to psychoanalysis and the sec-ondary scholarship on this relationship to date. I pay (...) particular attention to the discussion of the relationship in feminist scholarship and queer theory, and that by psychoanalytic thinkers, as well as attending to the particular focus in the secondary literature on Fou-cault’s late work and his relationship to the figure of Jacques Lacan. I conclude that Fou-cault’s attitude to psychoanalysis varies with context, and that some of his criticisms of psychoanalysis in part reflect an ignorance of the variety of psychoanalytic thought, partic-ularly in its Lacanian form. I thus argue that Foucault sometimes tended to overestimate the extent of the incompatibility of his approach with psychoanalytic ones and that there is ultimately no serious incompatibility there. Rather, psychoanalysis represents a substantively different mode of inquiry to Foucault’s work, which is neither straightforwardly ex-clusive nor inclusive of psychoanalytic insights. (shrink)

These notes of G. E. Moore's lectures for the three terms of 1934-1935 were compiled by Alice Ambrose, then Student of Newnham College, and Margaret Macdonald, then Fellow of Girton College. The lectures cover a wealth of interrelated topics, and provide instances of the analyses which made Moore «the father of the analytic school.» Since his analyses of such concepts as material objects, sense data, and truth rest on the ordinary use of expressions for these concepts, «ordinary language» philosophers found (...) in him their champion. Moore examines the views of Broad, Russell, F. P. Ramsey, W. E. Johnson, and John Wisdom. (shrink)