In this paper, I examine two different kinds of production processes, mass production and collaborative production. While both production processes intuitively seem like collective actions, the established views about collective action fail to treat them as collective action due to the common issue: the lack of shared intention. As an alternative, I propose the artifactual view of action, according to which collective action is possible even when there is no shared intention among agents. Motivated by Evnine’s (2016) view about action, (...) the artifactual view of action claims that we can have other people’s actions as matter out of which we create our own action. I argue that the artifactual account of action can successfully explain mass production as collective action. Furthermore, it provides a way for the intention-dependent views about artifacts to better understand how mass-produced artifacts come into existence. (shrink)

I. The Problem of ‘Truth’ in the Logic of Truth.

Video news releases (VNRs) have been criticized when they are used within a newscast without source disclosure because they violate ethical codes related to transparency and consumers' “right to be informed” by whom they are being persuaded. In an experiment, we show how increased persuasion knowledge about VNRs is positively related to beliefs in news commercialization, beliefs in VNR inappropriateness without disclosure, and support for disclosure of VNR material. We suggest that increased knowledge about VNRs without source disclosure measures might (...) harm messages that are not employing the tactic (“false positives”) and lead to a general distrust of all media. (shrink)

This article proposes a semiotic reading of the most widely recognized internet image macro memes (termed “canonical image macro memes” or CIMMs) and analyzes these memes as individual texts. It demonstrates that memes possess their own language, or system of signs, and form their own literature. By delineating the extent to which the visual and verbal components are customizeable image macro memes, this article strives to understand the language of CIMMs, and the processes and limitations by which meaning is generated. (...) Understanding each meme as a text, this analysis demonstrates that the first-order semiological system of memes is informed and underpinned by a discrete, highly specific second-order semiological system, which guides the way in which a meme user will read memetic texts both individually and in relation to one another, and which must be analyzed as a phenomenon unto itself. The increasingly complex interreferentiality found within the growing corpus of memetic texts engenders sets of memes which only acquire signification when read together; a consideration of such memes demonstrates the codification of a metalanguage, or mythology, of memes, which allows us to understand better how memes have begun to consolidate their own canon. (shrink)

001. 1선진유학의 전통과 주자철학 002. 선진유가적 사유의 특징 003. 전통의 계승과 주자학적 사유 004. 2이기론에 나타난 화해이념 005. 이기론의 기본 성격 006. '이'와 '기'의 관계 007. 3심성론에 나타난 화해이념 008. 우주에 있어서 인간의 지위 009. 심신관계에 관한 이론 010. 신.성.정의 의의와 그 관계 011. 4정사론에 나타난 화해이념 012. 선진유가의 정사론 013. 주자의 정사론.

Nicht nur die Rezeptivität unseres menschlichen Erkenntnisvermögens, sondern auch seine Spontaneität, womit es von sich aus reine Vorstellungen a priori hervorbringt, machen gerade darin seine Grenze offenkundig, weil es nur seinen subjektiven Vorstellungen gemäss etwas erkennen kann und muss. Ein solches allein, was unseren apriorischen Vorstellungen gemäss uns erscheint, können wir als einen Gegenstand erkennen. Diese apriorischen Vorstellungen konstituieren also die Gegenständlichkeit von etwas als einem so-und-so erkannten Gegenstand. Ein von uns so-und-so erkannter Gegenstand ist aber nur eine Erscheinung von (...) etwas, was an sich uns unbekannt ist, was jedoch gerade in seiner Erscheinung sein Dasein bekundet. (shrink)

One of the most important questions that educators try to answer is how to prepare new generations of students for an unpredictable future. Students need to learn several skills, such as creativity, critical thinking, collaboration, and communication. Creativity, especially, is an essential skill in a complex and unforeseeable world/era, and an important step in any effort to enhance creativity is to identify students’ creative strengths and relative weaknesses. This review aims to offer school psychologists and other educators such as teachers, (...) policymakers, and curriculum designers a comprehensive and practical guide to one of the most well-known creativity assessments—the Torrance Tests of Creative Thinking that was developed by E. Paul Torrance in the 1960s. The paper discusses the history, components, training, psychometric properties, and uses of the TTCT. Contrary to the notion that the TTCT is only a measure of divergent thinking skills, the current article presents its other uses. It is the authors’ hope that teachers, school psychologists, and other educators will find the information reported in this article useful to better understand the TTCT and use it most effectively. (shrink)