The central task of cognitive neuroscience to map cognitive capacities to neural mechanisms faces three interlocking conceptual problems that together frame the problem of cognitive ontology. First, they must establish which tasks elicit which cognitive capacities, and specifically when different tasks elicit the same capacity. To address this operationalization problem, scientists often assess whether the tasks engage the same neural mechanisms. But to determine whether mechanisms are of the same or different kinds, we need to solve the abstraction problem by (...) determining which mechanistic differences are and are not relevant, and also the boundary problem by distinguishing the mechanism from its background conditions. Solving these problems, in turn, requires understanding how cognitive capacities are elicited in tasks. These three problems, which have been noted and discussed elsewhere in the literature, together form a ‘cycle of kinds’ that frames the central problem-space of cognitive ontology. We describe this cycle to clarify the intellectual challenges facing the cognitive ontologist and to reveal the kind of iterative process by which ontological revision in cognitive neuroscience is likely to unfold. (shrink)

Subliminal primes are assumed to produce weaker and short-lived effects on subsequent behavior compared to clearly visible primes. However, this difference in priming effect may be due to differences in signal strength, rather than level of awareness. In the present study we manipulated prime discriminability by using metacontrast masks and pseudomasks, while keeping the prime strength equal. This manipulation resulted in large differences in discriminability of the primes. However, both immediate response priming and long-term response priming was equal for the (...) poorly discriminable and well discriminable primes, and equal for groups that differed markedly in terms of how well they could discriminate the primes. Our findings imply that discriminability of information is independent of both the immediate and long-term effects that information can have on behavior. (shrink)

A target question for the scientific study of consciousness is how dimensions of consciousness, such as the ability to feel pain and pleasure or reflect on one’s own experience, vary in different states and animal species. Considering the tight link between consciousness and moral status, answers to these questions have implications for law and ethics. Here we point out that given this link, the scientific community studying consciousness may face implicit pressure to carry out certain research programs or interpret results (...) in ways that justify current norms rather than challenge them. We show that because consciousness largely determines moral status, the use of nonhuman animals in the scientific study of consciousness introduces a direct conflict between scientific relevance and ethics—the more scientifically valuable an animal model is for studying consciousness, the more difficult it becomes to ethically justify compromises to its well-being for consciousness research. Finally, in light of these considerations, we call for a discussion of the immediate ethical corollaries of the body of knowledge that has accumulated and for a more explicit consideration of the role of ideology and ethics in the scientific study of consciousness. (shrink)

Chapter One Triadomany defined You shall bind them in Three Classes; according to their Classes. William Blake, Milton In a manuscript of The Quest for ...

In this interview, C. P. Goodman invites British Polanyi scholar Richard T. Allen to reflect on his interest in Polanyi’s philosophical ideas and share what he believes is valuable in his thought.

Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan and J. E. McClellan.

En este trabajo sc presenta un marco general en el que desarrollar una “ontoepistemo-semántica” para las teodas científicas y sus terminos característicos. En primer lugar, se defiende la esencialidad de los aspectos ontologicos y epistemológicos para la semantica y se hacen explícitos los principios generales que constituyen dicho marco. A continuación, se aplican estos principios al análisis ontoepistemosemántico de cada uno de los tres tipos principales de términos científicos: términos relacionales y funcionales con contenido empírico, términos matemáticos puros y términos (...) para los dominios ontológicos básicos. In this paper I offer a general framework for all “ontoepistemosemantics” of scientific theories and scientific terms. First, I argue for the essential dependence of semantics on ontological and epistemological aspects and I make explicit the general principIes that make up this frame. Then, I apply these principles to the ontoepistemosmantical analysis of the three main kinds of scientific terms: relational and functional term with empirical content, purely mathematical terms and terms for basic ontological domains. (shrink)

Any theory of information needs to comply with what we call the implementation, formalization, and representation constraints. These constraints are justified by basic considerations concerning scientific modelling and methodology. In the first part of this paper, we argue that the implementation and formalization constraints cannot be satisfied because the relation between Shannon information and IIT must be clarified. In the second part of the paper, we focus on the representation constraint. We argue that IIT cannot succeed in satisfying this constraint (...) for semantic contents without offering models for concepts, conceptual roles, and context sensitivity. In the final part of the paper, further complications are raised with respect to the distinction between consciousness and attention, which apply more specifically to the representation constraint. We conclude with some recommendations as to how IIT may succeed in solving these problems, highlighting the advantages and enormous potential of IIT as a scientific theory. (shrink)

The basis of Muslim philosophy and science is the instruction embedded in the Quran. At an early date this tradition was enlarged and strengthened by the infiltration into Muslim culture of Greek philosophy and science through the translation of Greek classics by Muslims. The Indian tradition of thought also made its contribution. This book traces the development and interaction of these strands in Muslim thinking. The author is concerned to show both how philosophy and science are related to specifically religious (...) thought, and how they have made distinctive contributions to method and discovery. (shrink)

This PhD responds to a two fold problem with the philosophy of design and the practice of design. The philosophical problem is stated as the discrepancy between a dominant philosophical framework that orders the world according to eternal essences and the actual conditions of the world in which we exist: the conditions of becoming and of flux. Commencing with a critique of the western metaphysical tradition of statics this research project proposes that we need to find a way of describing (...) an evolutionary model of practice, and by so doing to provide a revitalised narration of process. Consequently, the PhD explores the meanings of process through a critical examination of an ensemble of projects created by the author. Within this framework, a number of questions are posed in order to explore the proposition of a process practice. These questions are: What is process? How does one think process? Indeed, how do we get to grasp change? What are the consequences of process thinking on the practices of design, their fields of operation, and their productions? And, how can the thematising of process contribute to the design of the constructed environment, as well as reconfigure the practices of design? This thematising of process is argued to involve a necessary address to the constitutive and interrelated characteristics of process: space/time, movement, change, form and matter. Such an address is also seen to problematise the status of the object, the paradigms of representation, the modes of creation, the economies of exchange, and the structures of community, and to offer a modality of practice which would re-imagine the forms of social exchange to offer an ethical alternative to the tyranny of supply and demand, and thereby reconfigure the potential for dwelling. Making an overview of the discourses and practices engaging with theories of becoming, this thesis argues that almost all of these re-inscribe statics and that consequently the practice of design seems to drag behind our understanding of the world. Through a meditation on dis/appearance, in which the dynamics of being and becoming and the restless ambiguity of the gap are examined, the work establishes a process vocabulary, and makes clear through a material practice, the domains of process thinking, its inclinations, and the kinds of operations and procedures that flourish there. Foregrounding the fertile character of process practice, the PhD then proceeds to introduce notions of the movement-form, the duration-form, the transformational-form, the geometry of encounter, and to argue for physical form as an in-movement poise. Advocating new modes of approach and of attentiveness, and demonstrating new generative methods, this PhD argues that process thinking is not simply an operational stance, but an ethical position that identifies a field of care, and that consequently the design practices be expanded by taking seriously the relationship between process thinking and place making. Thus, this thesis concludes by advocating a mode of place making which, rather than reproduce planned environments as systems of control, configures place as the discursive contested place of encounter and exchange. (shrink)

The 65th year of a scholar who has devoted 40 years to editing and elucidating Robert Grosseteste provides us with a collection of essays. Not surprisingly, they emanate from colleagues and former students of Richard Dales and reflect his interest, among other concerns, in Grosseteste's aspectus et affectus - range of vision and disposition of mind - those twin peaks with which the 13th century thinker helped to get Christian thought through Aristotle without mutual destruction.