According to the shared signal hypothesis the impact of facial expressions on emotion processing partially depends on whether the gaze is directed toward or away from the observer. In autism spectrum disorder several aspects of face processing have been found to be atypical, including attention to eye gaze and the identification of emotional expressions. However, there is little research on how gaze direction affects emotional expression processing in typically developing individuals and in those with ASD. This question is investigated here (...) in two multimodal experiments. Experiment 1 required processing eye gaze direction while faces differed in emotional expression. Forty-seven children participated. Their Autism Diagnostic Observation Schedule scores ranged from 0 to 6 in the experiment. Event-related potentials were sensitive to gaze direction and emotion, but emotion processing did not depend on gaze direction. However, for angry faces the gaze direction effect on the N170 amplitude, as typically observed in TD individuals, diminished with increasing ADOS score. For neutral expressions this correlation was not significant. Experiment 2 required explicit emotion classifications in a facial emotion composite task while eye gaze was manipulated incidentally. A group of 22 children with ASD was compared to a propensity score-matched group of TD children. The same comparison was carried out for a subgroup of nine children with ASD who were less trained in social cognition, according to clinician’s report. The ASD group performed overall worse in emotion recognition than the TD group, independently of emotion or gaze direction. However, for disgust expressions, eye tracking data revealed that TD children fixated relatively longer on the eyes of the stimulus face with a direct gaze as compared with averted gaze. In children with ASD we observed no such modulation of fixation behavior as a function of gaze direction. Overall, the present findings from ERPs and eye tracking confirm the hypothesis of an impaired sensitivity to gaze direction in children with ASD or elevated autistic traits, at least for specific emotions. Therefore, we conclude that multimodal investigations of the interaction between emotional processing and stimulus gaze direction are promising to understand the characteristics of individuals differing along the autism trait dimension. (shrink)

In this note we introduce the notion of K–player additive extension of a symmetric two-player game and prove a result relating the equilibria in mixed strategies in the two games. Then we apply the result to the Borda electoral competition game.

Ancient philosophy has from the outset inspired phenomenological philosophers in a special way. Phenomenological Interpretations of Ancient Philosophy offers fresh perspectives on the way ancient Greek thought has influenced phenomenology and traces the history of this reception. Unlike various related treatments, the present volume offers a broad account of this topic and includes chapters on Edmund Husserl, Martin Heidegger, Hans-Georg Gadamer, Jacob Klein, Hannah Arendt, Eugen Fink, Jan Patočka, Emmanuel Levinas, and Jacques Derrida.

現在のコロナ禍とイラク人質事件に通底する日本人の精神的な抑圧的構造を暴き、日本人とは何かを問う警世・警告の書.

On Buddhist logic and dialectical studies; Also includes Vinaya root-text on essence of Buddhist ethics by Dharmakīrti, active 7th century and commentary by ʼJam-mgon ʼJu Mi-pham-rgya-mtsho.

Some facts about differentiation between Jonang and Sakyapa doctrines.

For Hegel, modern selfhood is an implicitly poetic, normative capacity for actions that could not be empirically explained. Thus it eludes the “clarification” offered by classical tragedy, but modernity’s apparent loss of tragedy conceals the dialectical refinement of tragic into comic form that most defines modern selfhood. If Aristotle contrasted poetry and history, Hegel’s The Phenomenology of Spirit derives a modern, comic ethical poetics from the form of historical contingency itself. Focusing on Hegel’s reading of Antigone, I solicit Gillian Rose (...) and Dieter Henrich to defend this account against tragic assessments of modern selfhood by J. M. Bernstein, Patricia Jagentowicz Mills, and Judith Butler. (shrink)

Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.

Philosophischer Essay über Sokrates (ca. 470-399 v. Chr.) und seine Zeit.

The “binding problem” has been a central question in vision science for some 30 years: When encoding multiple objects or maintaining them in working memory, how are we able to represent the correspondence between a specific feature and its corresponding object correctly? In this letter we argue that the boundaries of this research program in fact extend far beyond vision, and we call for coordinated pursuit across the broader cognitive science community of this central question for cognition, which we dub (...) “Binding Problem 2.0”. (shrink)

Drawing general inferences on the basis of single-case and small- n studies is often seen as problematic. This article suggests a logic of generalization based on thinly rationalistic social mechanisms. Ideal-type mechanisms can be derived from empirical observations in one case and, based on the assumption of thin rationality, used as a generalizing bridge to other contexts with similar actor constellations. Thus, the “portability” builds on expectations about similar mechanisms operating in similar contexts. We present the general logic behind such (...) “rationalistic generalization” and relate it to other ideas about generalization from single-case studies. (shrink)

The current public health crisis has exposed deep cracks in social equality and justice for marginalised and vulnerable communities around the world. The reported rise in the number of ‘do not resuscitate’ orders being imposed on people with disabilities has caused particular concerns from a human rights perspective. While the evidence of this is contested, this article will consider the human rights implications at stake and the dangers associated with using ‘quality of life’ measures as determinant of care in medical (...) decision-making and triage assessments. (shrink)

The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. -/- This book is the first monograph on (...) philosophy with children to focus on democratic education. The book examines the ways in which education can either perpetuate or disrupt harmful social and political practices and narratives at the classroom level. It is a rethinking of civics and citizenship education as place-responsive learning aimed at understanding and improving human-environment relations to not only face an uncertain world, but also to face the inevitable challenges of democratic disagreement beyond merely promoting pluralism, tolerance and agreement. -/- When viewed as a way of life democracy becomes both a goal and a teaching method for developing civic literacy to enable students to articulate and apprehend more than just the predominant political narrative, but to reshape it. This book will be of interest to scholars of philosophy, political science, education, democratic theory, civics and citizenship studies, and peace education research. (shrink)

Jin Yuelin 金嶽霖 was a Chinese philosopher and logician. From 1914 to 1920 he studied at the University of Pennsylvania and Columbia University, and received his Ph.D. in political science from Columbia in 1920. From 1921 until 1925, he studied in Europe and visited Great Britain, Germany, France, and Italy, among other countries. During these years, he studied at the London School of Economics and Political Sciences and at the University of Cambridge. At the end of 1925, Jin returned to (...) China and soon became a professor at Tsinghua University, where he began teaching logic in 1926. In 1931–1932, Jin went to Harvard University as a visiting scholar to study logic with the logician Henri M. Sheffer... (shrink)

aFunctional Imaging Laboratory, Wellcome Department of Imaging Neuroscience, University College London, 12 Queen Square, London WC1N 3BG, UK bDepartment of Experimental Psychology, University of Oxford, UK cOxford Centre for Functional Magnetic Resonance Imaging of the Brain, UK dDepartment of Psychiatry and Oxford Centre for Clinical Magnetic Resonance Research, University of Oxford, UK..

I begin by summarizing the first two chapters of (Harman 1986). The first chapter stresses the importance of not confusing inference with implication and of not confusing reasoning with the sort of argument studied in deductive logic. Inference and reasoning are psychological events or processes that can be done more or less well. The sort of implication and argument studied in deductive logic have to do with relations among propositions and with structures of propositions distinguished into premises, intermediate steps, and (...) conclusion. Deductive logic is not a particular psychological subject and is not a particularly normative subject, although one might attempt to develop a logic of belief or a deontic logic, for example. (shrink)

The validity of Husserl’s early apprehension/content of apprehension schema (_Auffassung/Auffassungsinhalt Schema_) of intentionality has long been a subject of dispute. In the case of phantasy (_Phantasie_), commentators often assert that the talk of “non-intentional content,” i.e. the phantasm, is abandoned in Husserl’s mature phenomenology of phantasy, and his subsequent theory of reproductive consciousness aims precisely to replace the previous schema. Against the current dismissive stance in the literature, this paper argues for the centrality of the concept of phantasm in the (...) phenomenology of phantasy. This is achieved in three steps. First, I argue for a functional interpretation of the schema, which maintains that it is not an empirical-genetic account of how non-intentional “sense-data” is transformed into presentations of intentional objects, but a structural exposition of the essential moments of objectifying consciousness. Second, I revisit Husserl’s theory of reproductive consciousness, arguing that in reproduction, what is reproduced is not only the noetic experience but also the hyletic substrate. Hence, the theory of reproductive consciousness, far from calling for an abandonment of the concept of phantasm, instead clarifies this concept and its function in phantasy. To fortify the point that the phantasm is crucial for the phenomenology of phantasy, I examine two features of phantasy, namely the perspectivalness of phantasized objects and the experience of my phantasy Ego being the “zero point of orientation” in phantasy, arguing that these two essential features can only be accounted for by appealing to the concept of phantasm. (shrink)

Socialinio darbo teoretikai sutinka, kad Pierre’o Bourdieu sociologijos įtaka sociali­ niam darbui plečiasi ir gilėja. Kita vertus, kai kalbama apie socialinio darbo profesiją, tie patys teoretikai ignoruoja P. Bourdieu nuostatą nuo profesijos tyrimų pereiti prie profesinio lauko analizės. P. Bourdieu profesijos fenomeną laikė biurokratinės pri­ gimties konceptualizacija, kuri įtvirtina mokslinio mąstymo logikai prieštaraujančias heteronomijos apraiškas. Straipsnyje siekiama įgyvendinti P. Bourdieu reikalavimą ir, pritaikius jį socialiniam darbui, nuo socialinio darbo profesijos analizės pereiti prie socialinio darbo profesinio lauko tyrimų. Straipsnyje ieškome atsakymo (...) į klausimą, kaip keičiasi su socialiniu darbu siejamų veiklos formų arba praktikų traktavimas, kai socialinio darbo profesijos analizę keičia socialinio darbo lauko tyrimas. Palyginę trijų skirtingų šalių – JAV, Japonijos ir Lietuvos – socialinio darbo profesinės veiklos lau­ kus, priėjome prie išvados, kad profesinio lauko, kitaip nei profesijos, požiūris sudaro prielaidas įtraukti į socialinio darbo lauką tas socialinio įgalinimo praktikas, kurios, socialinio darbo profesijos požiūriu, lieka anapus biurokratinio socialinio darbo reg­ lamento. (shrink)

We offer an overview of the development and production of the diverse range of Australian P4C literature since the introduction of philosophy in schools in the early 1980s. The events and debates surrounding this literature can be viewed as an historical narrative that highlights different philosophical, educational, and strategic positions on the role of curriculum material and resources in the philosophy classroom. We argue that if we place children’s literature and purpose-written materials in opposition to one another, we could be (...) missing valuable opportunities to develop further what might be considered a new genre in educational literature. (shrink)

The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to inquiry and (...) readiness to reason, and (2) mutual respect of students and teachers towards one another. Our contention is that these presuppositions, presented as preconditions necessary to the creation of a community of inquiry, are not without ideological commitments and dependent upon the ability of participants to share power. Using group dynamic theories and the ideas of Hannah Arendt, we argue that behaviours commonly interpreted as obstacles to dialogue or reflective inquiry could provide opportunities for growth. (shrink)

This paper features a detailed philosophical classification of the four types of deists that Samuel Clarke presents in the second series of the Boyle Lectures for promoting Christianity (1705). In the course of this paper I determine, for each type of deist, the truth values of twelve important propositions, and I show that these four types of deists may be categorized as (1) ‘no-providence’, (2) ‘physical-laws-providence’, (3) ‘moral-but-no-afterlife’, and (4) ‘moral-and-afterlife’. Using an accompanying table of propositions as a visualization tool, (...) I also show that Clarke's account of these four types of deists may be thought of as ‘progressively Christian’: for each type of deist, from lower-number deists to higher-number deists, there is an increasing number of truth values that are Christian-like. (shrink)

The task of teaching students how to think well rests formally with schools and the classroom teachers who work within them. The education system has a responsibility to fulfil the need for relevance in the school curriculum. A corollary is that the teaching profession, through collective efforts, needs to transform the ways in which curriculum and teaching are conceived. This is not to say that teachers cannot or should not work with existing curriculum, but rather that we need to reconceptualise (...) the ways in which we approach curriculum, teaching and learning. Professional development for teachers to teach philosophically needs to move away from an in-service model that relies on ‘skilling-up’ to one of an ‘apprenticeship’ in self-correction which allows teachers to help themselves. Teachers, as professionals, need to keep abreast of new ideas and insights; to extend their professional development to joining professional associations, attending and presenting at conferences, undertaking further study, and engaging in ‘collaborative negotiation’ with universities, consultants, teacher educators, professional bodies, and in-service providers in the development of deliberative and reflective capabilities, pedagogical practices, and classroom materials as ways of assessing their own philosophical progress. (shrink)