Exploiting the skills of others enables individuals to reduce the risks and costs of resource innovation. Social corvids are known to possess sophisticated social and physical cognitive abilities. However, their capacity for imitative learning and its inter-individual transmission pattern remains mostly unexamined. Here we demonstrate the large-billed crows' ability to learn problem-solving techniques by observation and the dominance-dependent pattern in which this technique is transmitted. Crows were allowed to observe one of two box-opening behaviours performed by a dominant or subordinate (...) demonstrator and then tested regarding action and technique. The observers successfully opened the box on their first attempts by using non-matching actions but matching techniques to those observed, suggesting emulation. In the subsequent test sessions, dominant observers consistently used the learned technique, whereas subordinates learned alternative techniques by explorative trial and error. Our findings demonstrate crows' capacity to learn by observing behaviours and the effect of dominance on transmission patterns of behavioural skills. Keywords: social learning; imitation; emulation; affordance; culture; innovation. (shrink)

いま、この危機と混迷の時代に、憲法学者・樋口陽一が、基本に立ち戻り、戦後日本を代表する英知・加藤周一と丸山眞男の「憲法論」と「思想」を再読し、その本質を語り尽くす。.

320年あまり続く不変不滅の「先用後利」は、いかに生まれ、いかに「富の山」を築いたか。仕事スタイルを一新する「完全な商人」の物語。.

Recently I have read in succession the four articles on formal logic and dialectics in the current year's Hsin chien-she: Mr. Chou Ku-ch'eng's "Formal Logic and Dialectics" in the second issue, Mr. I Chih's "A Criticism of Confused Concepts on Problems of Logic" in the fourth issue, Mr. Shen Ping-yuan's "A Discussion of ‘Formal Logic and Dialectics,’ " and Mr. Chou Ku-ch'eng's "Further Discourse on Formal Logic and Dialectics," both in the seventh issue. In my opinion, in Mr. Chou's articles, (...) several main theses on formal logic and on the relationship between formal logic and dialectics are erroneous; basically, I agree with the criticisms of Messrs. I and Shen. Nonetheless, I believe that Mr. Chou's errors have had their source in the theory of cognition in that he has unilateralized and absolutized certain aspects that were originally correct, thus leading himself in the wrong direction. In criticizing Mr. Chou, both Messrs. I and Shen failed to proceed from this premise, so they could not make others see where Mr. Chou's errors basically lie. Based on this approach, I am merely offering some personal views on several main problems concerning formal logic and the relationship between formal logic and dialectics as mentioned in Mr. Chou's article. It is hoped that Mr. Chou and other comrades will correct me. (shrink)

O problema da causação descendente é um ponto central na formulação do fisicalismo não-redutivo e na compreensão da emergência de propriedades. Duas interpretações possíveis da causação descendente, nas quais a contribuição do pensamento aristotélico é importante, são examinadas. Os requisitos do programa de matematização da natureza na mecanica clássica, que levaram ao abandono de três dos modos causais aristotélicos, nao parecem igualmente importantes nas ciencias especiais. Isto sugere que a contribuição de Aristóteles pode ser, de certa maneira, retomada. Uma definição (...) de propriedade emergente é apresentada, sendo a causação descendente interprerada de acordo com os modos causais formal e funcional.The problem of downward causation is a key subject in the formulation of nonreductive physicalism as well as in the understanding of property emergence. Two possible interpretations of downward causation, to which Aristotelian thought is relevant, are examined. In the mathematical understanding of nature in classical mechanics, the principle of causality should meet requirements that entailed the rejection of three among the four Aristotelian causal modes. Those requirements do not seem equally important in the special sciences and one may suggest, then, that Aristotle’s contribution may be taken into account. A definition of an emergent property is proposed, in which downward causation is interpreted according to the formal and functional causal modes. (shrink)

Inequality and injustice in education have been viewed from the perspective of social justice. Since the emergence of John Rawls’s A Theory of Justice, social justice issues have attracted the attention of social and political philosophers. Theoretical consequences of social and political philosophy have been actively incorporated into the field of education. However, the issue of educational justice remains controversial and requires further philosophical consideration. To further philosophical consideration, this paper explores how the class or the classroom can generate space (...) and time for democracy, by focusing on the educational specificity of the classroom community, which is called ‘Gakkyu’ in Japanese. Social justice in education is not only a policy issue, but also a practical issue which should be tackled in the classroom. Rethinking the ways of democracy to face conflicts arising due to differences and equality of children in the classroom is an important method of bridging social justice and education. In this paper, the following question will be explored: how classroom democracy can be nurtured and the classroom community transformed into a democratic place where children from various background and experiences gather and learn from each other. (shrink)

With a vaulting ambition to usurp Party power, the "Gang of Four" has audaciously opposed Marxism-Leninism-Mao Tsetung Thought. Lacking truth in their allegations, they have been compelled to invoke sophistry. Their sophistry runs counter to materialist dialectics and even formal logic. Alien class element Yao Wen-yuan used to accuse others of "violating even formal logic," but it is the "Gang of Four" that ignores the definiteness and distinctiveness of thinking, says black is white, and tramples on formal logic.

LTP is thought to be an experimental model for studying the cellular mechanism of learning and memory. Shors & Matzel review some contradictory data concerning the linkage between LTP and memory and suggest that LTP does not underlie learning and memory. LTP is a cellular and synaptic process and cannot be a memory mechanism. In fact, it is a cellular information storage mechanism.