IT people are involved in creating order out of chaos and communicating new knowledge. IT academics and practitioners find themselves confronted on a daily basis with chaos, un-controlled change and more or less ordered change as new machines, software tools and techniques appear and have to be integrated into existing systems. Dealing with these challenges requires people who are knowledge seekers and problem solvers by inclination, endlessly curious on behalf of other people. This paper addresses the issue of where the (...) role of knowledge seeker and problem solver developed in human history. Parallels are drawn between knowledge seekers in academic cultures and those in First Nation people's cultures. Three aspects of the experiences of past and present knowledge seekers are identified and examined. The first aspect is the initiation of new entrants, the second is the confirmation of acceptance by the group and the third is the vocation of being a knowledge seeker and problem seeker in the IT industry. Metaphor is used to identify these experiences linking together the crucial steps in the processes of becoming accepted as a knowledge seeker. The investigation finds close relationships between First Nations' knowledge seeker's roles and Information Technology roles. (shrink)

In this essay, I argue for a reinterpretation of F. H. Bradley's theory of feeling based on the underemphasized influence of Hegel's phenomenology on Bradley's philosophy. While traditional interpretations of Bradleyan feeling often understand it to have strong metaphysical connotations, I argue that such interpretations result in an important distortion of the overall structure of Bradley's thought. Contra the metaphysical interpretation, I argue that Bradley's account of feeling can only be properly understood by interpreting his theory in light of his (...) own explicit attributions of the theory to Hegel. By taking Bradley at his word that feeling truly is derived from Hegel, I argue that we are better able to understand the overall structure of Bradley's thought and the way in which he belongs to the neo-Hegelian tradition of philosophy. Through explaining the debt that Bradley owes to Hegel regarding feeling, an important source of disagreement between Bradley and Hegel will become apparent, namely, the ability for feeling to be subsumed within thought, thereby differentiating Bradley's and Hegel's ultimate characterizations of reality. (shrink)

In this essay, I argue that F.H. Bradley’s controversial theory of “degrees of truth and reality” is the logical development of Hegel’s own theory of truth when it is placed within the metaphysical system of the Science of Logic. Despite Bradley’s own claim that with regards to the theory of degrees of truth and reality he is indebted even more than anywhere else to Hegel, this connection has been little examined in the secondary literature. Through a careful examination of both (...) Bradley’s works and the structure of Hegel’s logic, it will become clear that Bradley’s development of the theory is the only logical conclusion that the consistent Hegelian can make. This essay has clear ramifications for our understanding of Bradley’s philosophy and, through uncovering the logical connections that led Bradley to develop the theory, I reveal an important implication of Hegel’s thought that has been entirely overlooked. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:194 BOOK REVIEWS detailed discussion. Successive chapters examine Schleiermacher's theory of religious experience, two conceptions of interpretation, the ascription of emotion to oneself and others, mysticism, religious experience as such, and different kinds of explanation of religious experience and the issue of reductionism. The book as a whole seems to me rather an impressive treatment of a very important subject. University of Calgary Calgary, Alberta HUGO A. MAYNELL Intimations (...) of Reality: Critical Realism in Science and Religion. By ARTHUR PEACOCKE. Notre Dame, Indiana: University of Notre Dame Press, 1984. Pp. 94. $10.95(cl.), $4.95(pa.). In the first of the two lectures printed in this small volume, Peacocke argues for a " critical realist " interpretation of both scientific theories and religious doctrines. Both aim (fallibly but genuinely) to speak of reality, and their methods and tools are similar enough so that if the claims of one deserve to be taken seriously, so do those of the other. Addressing one reality as they do, science and theology cannot proceed in isolation, but must he regarded as "interacting and mutually illumiminating " (51). In the second lecture Peacocke offers suggestions as to how theologians should construe the relation between God and the created world, in view of what scientists are now telling us about the latter. Many of the ideas presented here are familiar from Peacocke's earlier Creation and the World of Science and from writings of Ian Barbour and others. The main novelty lies in his buttressing the case for (and refining the interpretation of) critical realism with arguments drawn from recent work in the philosophy of science. I will start with his discussion of critical realism with respect to science, and then consider his claims for theology, his argument for the mutual relevance of the two, and (briefly) his theological suggestions. · As Peacocke sees the history of the subject, an earller-prevalent "naive realism " about scientific theories and the entities mentioned in them has been undermined chiefly by the work of T. S. Kuhn et al., especially as extended and radicalized by sociologists of science-most pointedly by those pursuing the " strong programme " of explaining scientific theories past and present as social products, without regard to any assessment of their truth value and thus without invoking conformity to reality in explaining a theory's acceptance or success. The recent revival BOOK REVIEWS 195 of realism among philosophers of science he views largely in the aspect of a rebuttal of the sociologists' anti-realist claims. He notes, but sets aside as ancillary to his project, the question what we might learn from the strong-programmers even if we deny their more radical claims. Fair enough. What is more regrettable is that the unwary reader could easily come away with the impression that contemporary philosophers of science are to be found in just two camps on these matters: realists and sociologically-minded anti-realists. In fa.ct, there have been and are quite a few--e.g. Bas van Fraasen and Larry Laudan-who argue against realism on grounds quite independent of sociology : Duhemian grounds, for instance, and considerations drawn from quantum theory. (See van Frassen's The Scientific Image, Laudan's Science and Values, and their respective essay:;; in Scientific Realism, edited by Jarrett Leplin.) So, while there is a revival of realism in philosophy of science, there is hardly a consensus, though it is no doubt also true that most working scientists, unaffected by the philosophers' debate, would adopt some form of critical realism. But how, specifically, does critical realism differ from the naive kind' The difficulty of answering this question is compounded by the great variety of theses held by various authors to be central claims of realism (or anti-realism) simpliciter. This variety is well illustrated in Leplin's collection, and anatomized in his introduction to it. One of the authors on whom Peacocke draws, Ian Ha.eking, distinguishes, in his contribution to the Leplin volume and at greater length in his Representing and Intervening, between realism about entities (theoretical terms, or many of them, do refer; there are such things as electrons) and realism about theories (scientific theories, even large-scale ones like the fundamental... (shrink)

Las clases virtuales son una modalidad de estudio a distancia que ha sido aplicadas por más de 10 años. Son utilizadas principalmente en universidades para abarcar las necesidades de sus estudiantes que no pueden acceder al sistema presencial. Al encontrarnos en una emergencia sanitaria por el COVID-19, la aplicación de las clases virtuales alrededor del mundo se volvió una obligación para precautelar la vida de los estudiantes. Es por esto que la población universitaria tuvo que adaptarse a nuevas condiciones de (...) estudio como: las clases, trabajos y exámenes en línea con el fin de no detener su aprendizaje. Sin duda, esto desencadenó inconformidades e inquietudes al estudiar por primera vez bajo esta modalidad. En este trabajo se evaluó la satisfacción sobre clases virtuales tomadas el primer semestre del 2020 a estudiantes de la carrera de Ingeniería Industrial de la Universidad de las Américas con edades entre 18 a 20 años. Para ello se realizó una encuesta de 15 ítems los cuales evaluaron las distintas condiciones que se presentaron en las clases virtuales durante el periodo de pandemia, con datos validados por un alfa de Cronbach 0,92. En este trabajo se obtuvo como resultado que gran parte de las personas encuestadas aprobó el software aplicado para la realización de las clases virtuales debido a que es una herramienta de uso intuitivo y de fácil acceso, por otro lado, están en desacuerdo con la modalidad de evaluación del conocimiento adquirido. Palabras Clave: Clases virtuales, Satisfacción estudiantil, COVID-19, TIC’s. Referencias [1]K. Brandl, «Are you ready to Moodle?,» Language Learning & Technology, vol. 9, nº 2, pp. 16-23, 2005. [2]C. Belloch, «Entornos virtuales de aprendizaje,» Universidad de Valencia, vol. 1, nº 1, pp. 1-3, 2012. [3]J. Jarrín, «Informe Nacional: Ecuador,» Universa, Quito, 2016. [4]M. Reeves. y T. Barbour, «The reality of virtual schools: A review of the literature,» Computers & Education, vol. 52, nº 10, pp. 402-416, 2009. [5]C. Bonfill, «Clases virtuales a través de videoconferencias: factores críticos vivenciados por los tutores en un sistema de educación a distancia.,» Temas de Managment, vol. 5, nº 2, pp. 12-20, 2007. [6]A. García, M. Mediavilla y A. Casares, «Evaluación entre iguales en entornos de edcucación superior online mediante el taller Moodle,» A case study, vol. 13, nº 2, pp. 119-126, 2020. [7]R. Bendezu, A. Quijuano, H. Rebatta y G. Gutierrez, «Aprendizaje en tiempos de aislamiento social: cursos masivos abiertos en línea sobre la COVID-19,» vol. 37, nº 2, pp. 375-277, 2020. [8]M. Bautista y R. Torres, «El uso de material didáctico y las tecnologías de la información y comunicación para mejorar el alcance académico,» Ciencia y tecnología, nº 14, 2014. [9]G. Gutierrez, P. Krystell, C. Zarate, I. Juarez. y M. López, «Uso de tecnologías de la información en el rendimiento académico basado en una población de estudiantes de Medicina,» Educ Med Super, vol. 31, nº 2, pp. 23-34, 2017. [10]A. Rodrífuez, B. González y J. Fariñas, «Simulaciones virtuales como complemento de las clases y los laboratorios de Física. Ejemplos en la carrera de Ingeniería en Telecomunicaciones y Electrónica.,» Latin-American Journal of Physics Education, vol. 7, nº 4, pp. 16-20, 2013. (shrink)

Patient support tools have drawn on a variety of disciplines, including psychotherapy, social psychology, and social care. One discipline that has not so far been used to support patients is philosophy. This paper proposes that a particular philosophical approach, phenomenology, could prove useful for patients, giving them tools to reflect on and expand their understanding of their illness. I present a framework for a resource that could help patients to philosophically examine their illness, its impact on their life, and its (...) meaning. I explain the need for such a resource, provide philosophical grounding for it, and outline the epistemic and existential gains philosophy offers. Illness often begins as an intrusion on one’s life but with time becomes a way of being. I argue that this transition impacts on core human features such as the experience of space and time, human abilities, and adaptability. It therefore requires philosophical analysis and response. The paper uses ideas from Husserl and Merleau-Ponty to present such a response in the form of a phenomenological toolkit for patients. The toolkit includes viewing illness as a form of phenomenological reduction, thematizing illness, and examining illness as altering the ill person’s being in the world. I suggest that this toolkit could be offered to patients as a workshop, using phenomenological concepts, texts, and film clips to reflect on illness. I conclude by arguing that examining illness as a limit case of embodied existence deepens our understanding of phenomenology. (shrink)

The dominant approach to environmental policy endorsed by conservative and libertarian policy thinkers, so-called “free market environmentalism”, is grounded in the recognition and protection of property rights in environmental resources. Despite this normative commitment to property rights, most self-described FME advocates adopt a utilitarian, welfare-maximization approach to climate change policy, arguing that the costs of mitigation measures could outweigh the costs of climate change itself. Yet even if anthropogenic climate change is decidedly less than catastrophic, human-induced climate change is likely (...) to contribute to environmental changes that violate traditional conceptions of property rights. Viewed globally, the actions of some countries—primarily industrialized nations—are likely to increase environmental harms suffered by other countries—less developed nations that have not made any significant contribution to climate change. It may well be that aggregate human welfare would be maximized in a warmer, wealthier world, or that the gains from climate change will offset environmental losses. Yet such claims, even if demonstrated, would not address the normative concern that the consequences of anthropogenic global warming would infringe upon the rights of people in less-developed nations. As a consequence, this paper calls for a rethinking of FME approaches to climate change policy. (shrink)

Studying Mesilat Yesharim with Hadar Goldin.

Articles; chiefly on Islamic ethics and conveying non Muslims for Islam.

For two hundred years, Americans have believed that they have an obligation to improve the lot of humanity, a belief that has consistently shaped U.S. foreign policy. Yet within this consensus, there are two competing schools of thought: the "exemplarist" school (Brands' term) which holds that what America chiefly owes the world is the benign example of a well-functioning democracy, and the "vindicationist" school which argues that force must sometimes supplement a good example. In this book, H.W. Brands traces the (...) evolution of these two schools as they emerged in the thinking and writing of the most important public thinkers of the past two centuries. (shrink)

Descartes, René, 1596-1650; Modern philosophy.

Little attention has been given in medical ethics literature to issues relating to the truthfulness of patients. Beginning with an actual medical case, this paper first explores truth-telling by doctors and patients as related to two prominent models of the physician-patient relationship. Utilizing this discussion and the literature on the truthfulness and accuracy of the information patients convey to doctors, these models are then critically assessed. It is argued that the patient agency (patient autonomy or contractual) model is inherently and (...) seriously flawed in numerous circumstances, even those involving informed and competent adult patients. (shrink)

يتحدث هذا الكتاب عن مفهوم المقاومة بمعناه الواسع، فليست المقاومة مرهونة فقط بالعنف والرصاص والدم، ولا محصورة في خوض المعارك وممارسة القتال. فإذا كانت مقاومة المستعمر والمحتل والمغتصب هي الأبرز والأعلى صوتًا، فإن هناك جبهات أخرى تدور عليها المواجهة لا تقل أهمية عن التصدي للمستعمر، وصيانة استقلال الوطن وحريته. وأولى هذه الجبهات، مقاومة الحاكم الجائر لرده عن الظلم والطغيان، ودفعه إلى إقامة العدل الذي هو أساس الملك. وتأخذ هذه المقاومة أشكالًا متعددة عبر التاريخ، منها ما لجأ إلى أقصى درجات العنف (...) والدم كالثورتين الفرنسية والبلشيفية، ومنها ما كان مقاومة سلبية نجحت في تحقيق الغرض منها من دون أي عنف مثل حركة المقاومة التي قادها الزعيم الهندي الخالد غاندي ضد الاحتلال الإنجليزي لبلاده. والجبهة الثانية للمقاومة هي مقاومة الأفكار المتخلفة والتقاليد البالية، وهذه الجبهة هي الأكثر تأثيرًا على مدى التاريخ الإنساني؛ فعطاء المفكرين والعلماء والمبعدين لا يحدث تغييرًا فوريَّا، ولكن يكون تأثيره متتاليًا ومتراكمًا على مدى زمني طويل على حركة المجتمع نحو التقدم الأخلاقي والاجتماعي. أما الجبهة الثالثة فهي مقاومة أو مجاهدة النفس التي هي أمارة بالسوء، والحرص على ألا تفقد النفس نخوتها فتسقط في التبلد واللامبالاة، والعمل على بناء النفس الواثقة الثابتة الوفية الصابرة، مما يجعل صاحبها سويًّا وإيجابيًّا بما يمكنه من أن يؤدي دوه باقتدار على جبهات المقاومة الأخرى. (shrink)

Institutional theory of law (ITL) reflects both continuity and change of Kelsen's legal positivism. The main alteration results from the way ITL extends Hart's linguistic turn towards ordinary language philosophy (OLP). Hart holds –like Kelsen – that law cannot be reduced to brute fact nor morality, but because of its attempt to reconstruct social practices his theory is more inclusive. By introducing the notion of law as an extra-linguistic institution ITL takes a next step in legal positivism and accounts for (...) the relationship between action and validity within the legal system. There are, however, some problems yet unresolved by ITL. One of them is its theory of meaning. An other is the way it accounts for change and development. Answers may be based on the pragmatic philosophy of Charles Sanders Peirce, who emphasises the intrinsic relation between the meaning of speech acts and the process of habit formation. (shrink)

Papers presented at the 4th BRICS Academic Forum held in New Delhi on March 5-6, 2012.