Galvanic vestibular stimulation is a non-invasive method of electrically stimulating the vestibular system. We investigated whether the application of GVS can alter the learning of new functional mobility and manual control tasks and whether learning can be retained following GVS application. In a between-subjects experiment design, 36 healthy subjects performed repeated trials, capturing the learning of either a functional mobility task, navigating an obstacle course on a compliant surface with degraded visual cues or a manual control task, using a joystick (...) to null self-roll tilt against a pseudo-random disturbance while seated in the dark. In the “learning” phase of trials, bilateral, bipolar GVS was applied continuously. The GVS waveform also differed between subjects in each task group: white noisy galvanic vestibular stimulation at 0.3 mA high-level random GVS at 0.7 mA, or with the absence of stimulation. Following the “learning” trials, all subjects were blindly transitioned to sham GVS, upon which they immediately completed another series of trials to assess any aftereffects. In the functional mobility task, we found nGVS significantly improved task learning. Further, improvements in learning the functional mobility task with nGVS were retained, even once the GVS application was stopped. The benefits in learning with nGVS were not observed in the manual control task. High level GVS tended to inhibit learning in both tasks, but not significantly so. Even once the high-level stimulation was stopped, the impaired performance remained. Improvements in learning with nGVS may be due to increased information throughput resulting from stochastic resonance. The benefit of nGVS for functional mobility, but not manual control nulling, may be due to the multisensory, strategic, motor coordination, or spatial awareness aspects of the former task. Learning improvements with nGVS have the potential to benefit individuals who perform functional mobility tasks, such as astronauts, firefighters, high performance athletes, and soldiers. (shrink)

Israel Scheffler is the pre-eminent philosopher of education in the English-speaking world today. This volume collects seventeen original, invited papers on Scheffler's philosophy of education by scholars from around the world. The papers address the wide range of topics that Scheffler's work in philosophy of education has addressed, including the aims of education, cognition and emotion, teaching, the language of education, science education, moral education, religious education, and human potential. Each paper is followed by a response from Scheffler himself. (...) The collection is essential reading for anyone concerned with contemporary scholarship in philosophy of education, or with the place of this singularly important author in it. (shrink)

The debate that raged in the interwar period between the Austrian economists and socialist economists was, narrowly conceived, a debate in positive economics. What was being discussed was certainly not the morality of capitalism or of socialism. Nor, strictly speaking, was the debate even about society's economic well-being under socialism; it concerned the ability of central planners to make decisions that take appropriate account of relevant resource scarcities, in the light of consumer preference rankings. To be sure, the extraordinary interest (...) which surrounded the debate and the passions that lurked barely below its surface testified to the powerful implications of the debate for crucial issues in welfare economics. The Austrians were not merely exploring the economies of socialism; they were in effect demonstrating that, as an economic system attempting to serve the needs of its citizens, socialism must inevitably fail. But, even if the debate is interpreted in its broadest terms, as a debate in welfare economics, it represented a sharp break widi traditional polemics relating to the socialism-capitalism issue. Traditionally the arguments for or against capitalism had, until 1920, been deeply involved in ediical questions. Mises's 1920 challenge to socialism, in contrast, was explicit in making no attempt to address any claims concerning the alleged moral superiority of socialism. He simply argued that, as an economic system, socialism was inherendy incapable of fulfilling the objectives of its proponents; central planners are unable to plan centrally. (shrink)

The paper studies two formal schemes related to -completeness.LetS be a suitable formal theory containing primitive recursive arithmetic and letT be a formal extension ofS. Denoted by (a), (b) and (c), respectively, are the following three propositions (where (x) is a formula with the only free variable x): (a) (for anyn) ( T (n)), (b) T x Pr T (–(x)–) and (c) T x(x) (the notational conventions are those of Smoryski [3]). The aim of this paper is to examine the (...) meaning of the schemes which result from the formalizations, over the base theoryS, of the implications (b) (c) and (a) (b), where ranges over all formulae. The analysis yields two results overS : 1. the schema corresponding to (b) (c) is equivalent to ¬Cons T and 2. the schema corresponding to (a) (b) is not consistent with 1-CON T. The former result follows from a simple adaptation of the -incompleteness proof; the second is new and is based on a particular application of the diagonalization lemma. (shrink)

O objetivo deste artigo é refletir sobre os conceitos de verdadeiro e falso self e sua manifestação na clínica contemporânea; bem como as possibilidades de intervenção a partir da psicanálise winnicottiana. O conceito de falso self proposto por Winnicott é de grande valia para se pensar nos relatos ..

La noción de interpretación desarrollada en el racionalismo crítico de Karl R. Popper muestra atributos específicos que la distinguen de modo sustancial de la interpretación constitutiva de la experiencia que tanto N. R. Hanson como Th. Kuhn defienden en sus respectivas propuestas. Se muestra que la interpretación del modelo popperiano queda atrapada en una epistemología de corte empirista que la separa de modo radical de toda hermenéutica filosófica. The notion of interpretation developed in the critical rationalism of Karl R. Popper (...) displays specific attributes that substantially distinguish it from the constituent interpretation of experience defended in both N. R. Hanson and T. Kuhn proposals. The article shows that the interpretation of Popper's model is trapped in an empiricist epistemology that radically separates it from all hermeneutic philosophy. (shrink)

The purpose of this paper is to provide a new system of logic for existence and essence, in which the traditional distinctions between essential and accidental properties, abstract and concrete objects, and actually existent and possibly existent objects are described and related in a suitable way. In order to accomplish this task, a primitive relation of essential identity between different objects is introduced and connected to a first order existence property and a first order abstractness property. The basic idea is (...) that possibly existent objects are completely determinate and that essentially identical objects are just different individuations of the same individual essence. Accordingly, essential properties are defined as properties that are invariant with respect to this kind of identity, while abstract objects are determined by being characterized by essential properties only. Once such ideas are implemented, a number of classical intuitions about objects, their essence, and their way of existence can be consistently interpreted. (shrink)

Background: In recent decades, the amount of research on social and emotional learning programs in schools has increased significantly, showing a great number of positive student outcomes, including greater ability to perceive, understand and manage emotions, better attitudes about self and others, less aggressive and/or disruptive behavior, higher levels of psychological well-being and improvement in academic performance among others. The purpose of this research was the design and implementation of the OKAPI emotional education program. A multidimensional program based on cooperative (...) learning methodology. Methods: 86 students of Primary Education, from 3rd to 5th grade (45 students in the experimental unit and 41 in the control group). Results: The implementation of the OKAPI has a positive impact in academic achievement. Conclusion: This program shows the convenience of incorporating programs that can be integrated into the school life and can be applied by the teaching staff using both social emotional learning and school climate approaches. (shrink)

This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of teaching, (...) and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education. (shrink)

Bohmian mechanics represents the universe as a set of paths with a probability measure defined on it. The way in which a mathematical model of this kind can explain the observed phenomena of the universe is examined in general. It is shown that the explanation does not make use of the full probability measure, but rather of a suitable set function deriving from it, which defines relative typicality between single-time cylinder sets. Such a set function can also be derived directly (...) from the standard quantum formalism, without the need of an underlying probability measure. The key concept for this derivation is the quantum typicality rule, which can be considered as a generalization of the Born rule. The result is a new formulation of quantum mechanics, in which particles follow definite trajectories, but which is based only on the standard formalism of quantum mechanics. (shrink)

The image of the Moor in Spanish literature reveals a paradox at the heart of Christian and Castilian hegemony in the period between the conquest of Nasrid Granada in 1492 and the expulsion of the Moriscos by Philip III in 1609.­­ Depictions fall between two extremes. On the “vilifying” side, Moors are hateful dogs, miserly, treacherous, lazy and overreaching. On the “idealizing” side, the men are noble, loyal, heroic, courtly—they even mirror the virtues that Christian knights aspire to—while the women (...) are endowed with singular beauty and discretion.Anti-Muslim diatribes are fairly common and predictable: they are flat and repetitive in their assertion of Old Christian superiority over every aspect of the lives of Muslims or crypto-Muslims. Any sign of cultural otherness is ridiculed; the conquering caste, insecure about its own lofty standards of limpieza de sangre , laughs away whatever trace of old Hispano-Arab splendor might remain in the Morisco. Or, conversely, the uneasy master recasts wretched Moriscos as ominous brethren of the Ottoman Turk.The truly vexed problem, however, consists in determining the meaning of idealized Moors in historiography, ballads, drama, and the novel. Roughly speaking, modern criticism divides into two camps in attempting to explain this curious phenomenon of literary infatuation with a cultural and religious minority subjected to growing popular hostility, Inquisitional hounding, and economic exploitation. I will call one camp “aestheticist” and the other “social.” Israel Burshatin, assistant professor of Spanish at Haverford College, is currently preparing a critical edition of Pedro del Corral’s Crónica sarracina. (shrink)

An Introduction to Proof Theory provides an accessible introduction to the theory of proofs, with details of proofs worked out and examples and exercises to aid the reader's understanding. It also serves as a companion to reading the original pathbreaking articles by Gerhard Gentzen. The first half covers topics in structural proof theory, including the Gödel-Gentzen translation of classical into intuitionistic logic, natural deduction and the normalization theorems, the sequent calculus, including cut-elimination and mid-sequent theorems, and various applications of these (...) results. The second half examines ordinal proof theory, specifically Gentzen's consistency proof for first-order Peano Arithmetic. The theory of ordinal notations and other elements of ordinal theory are developed from scratch, and no knowledge of set theory is presumed. The proof methods needed to establish proof-theoretic results, especially proof by induction, are introduced in stages throughout the text. Mancosu, Galvan, and Zach's introduction will provide a solid foundation for those looking to understand this central area of mathematical logic and the philosophy of mathematics. (shrink)

In the wake of the Scientific Revolution, the late seventeenth and eighteenth centuries saw the complete demolition of traditional structures of authority, scientific thought, and belief by the new philosophy and the philosophes, including Voltaire, Diderot, and Rousseau. The Radical Enlightenment played a part in this revolutionary process, which effectively overthrew all justification for monarchy, aristocracy, and ecclesiastical power, as well as man's dominance over woman, theological dominance of education, and slavery. Despite the present day interest in the revolutions of (...) the eighteenth century, the origins and rise of the Radical Enlightenment have received limited scholarly attention. The greatest obstacle to the movement finding its proper place in modern historical writing is its international scope: the Racial Enlightenment was not French, British, German, Italian, Jewish or Dutch, but all of these at the same time. In this wide-ranging volume, Jonathan Israel offers a novel interpretation of the Radical Enlightenment down to La Mettie and Diderot, two of its key exponents. Particular emphasis is placed on the pivotal role of Spinoza and the widespread underground international philosophical movement known before 1750 as Spinozism. (shrink)

That the Enlightenment shaped modernity is uncontested. Yet remarkably few historians or philosophers have attempted to trace the process of ideas from the political and social turmoil of the late eighteenth century to the present day. This is precisely what Jonathan Israel now does. In Democratic Enlightenment , Israel demonstrates that the Enlightenment was an essentially revolutionary process, driven by philosophical debate. The American Revolution and its concerns certainly acted as a major factor in the intellectual ferment that (...) shaped the wider upheaval that followed, but the radical philosophes were no less critical than enthusiastic about the American model. From 1789, the General Revolution's impetus came from a small group of philosophe-revolutionnaires , men such as Mirabeau, Sieyes, Condorcet, Volney, Roederer, and Brissot. Not aligned to any of the social groups represented in the French National assembly, they nonetheless forged " la philosophie moderne "--in effect Radical Enlightenment ideas--into a world-transforming ideology that had a lasting impact in Latin America, Canada and eastern Europe as well as France, Italy, Germany, and the Low Countries. In addition, Israel argues that while all French revolutionary journals powerfully affirmed that la philosophie moderne was the main cause of the French Revolution, the main stream of historical thought has failed to grasp what this implies. Israel sets the record straight, demonstrating the true nature of the engine that drove the Revolution, and the intimate links between the radical wing of the Enlightenment and the anti-Robespierriste "Revolution of reason." Acclaim for earlier volumes in the trilogy: "His vast--and vastly impressive--book sets out to redefine the intellectual landscape of early modern Europe. Magnificent and magisterialwill undoubtedly be one of the truly great historical works of the decade." -- Sunday Telegraph "The scholarship is breathtaking. Israel has read everything, absorbed every nuance, followed up every byway." -- New Statesman "An enormously impressive piece of scholarship. The breadth and depth of the author's reading are breathtaking and Enlightenment Contested is set to become the definitive work for philosophers as well as historians on this extraordinary period." -- Tribune. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Divine Repentance or Pedagogy?On the Rhetoric of Divine Repentance in 1 Samuel, Exodus, and Genesis*Israel McGrewCommitment both to the philosophical understanding of God as transcendent and immutable (as implied by reason as well as passages of Scripture) and to the inerrancy of Scripture can be a challenging position to hold. Since Scripture refers to God as repenting of things he intended to do, said he intended to do, (...) or even did, Scripture sometimes portrays God as incommensurate with both itself and what seems philosophically necessary. One might opt for holding to biblical literalism in happy defiance of the philosophers—what has Athens to do with Jerusalem?!—but Tertullian himself would reject positing a mutable God: one who grows, changes his mind, or is even surprised. Alternatively, one might hold to the deity's transcendence and explain Scripture's discussions of God's repentance as mere poetic anthropomorphism.Neither approach adequately engages Scripture, but each contains some correct instinct and some shortcoming. For the latter perspective, dismissing Scripture's anthropomorphism as mere poetic flourish for unsophisticated minds fails to recognize Scripture's sophisticated rhetoric. To put the same thing positively, Scripture itself points us to the transcendent deity who, nevertheless, is not bound by his transcendence but reveals himself, however [End Page 1161] philosophically shocking that ontological bridging may be, let alone its means. For the former perspective, this fideistic approach to Scripture is a failure to understand it and is therefore devoted to an unsophisticated (if sometimes edifying) misunderstanding of a sophisticated text.In this article, I will treat three challenging episodes where God is represented as changing his mind regarding nothing less than the economy of salvation: God's regretting making Saul king (1 Sam 15), God's decision to destroy Israel on account of the idolatry of the golden calf (Exod 32–33), and God's decision to destroy humanity in the flood (Gen 6). In each of these passages, the omniscient narrator refers to God's repenting () from his plan of action (Gen 6:6; Exod 32:14; 1 Sam 15:35), and in 1 Sam 15:11, God himself tells Samuel, "I regret that I have made Saul King." I will treat these passages in reverse order, as 1 Samuel gives us the clearest cues in how to understand the pedagogical purposes in divine repentance in Scripture, and as the implications for how we understand these stories become increasingly profound as we read backward in Scripture. But first, I will frame my approach in contrast with another treatment of this conundrum.It should come as no surprise that this issue has already been treated by a theologically interested Old Testament scholar. In his Ecclesial Exegesis: A Synthesis of Ancient and Modern Approaches to Scripture, Gregory Vall addresses these texts with St. Augustine's and St. Thomas's concerns at the forefront.1 Vall develops a three-step approach, going from the Fathers of the patristic era (method A), to critical evaluation of the text (method B), and finally to a synthesis (method C). This method C is not exactly a "method" for Vall, and the sequence is more logical than sequential, as Vall more elegantly integrates the second and third in his discussion and ultimately seeks a more organic approach than the Hegelian synthesis seemingly implied by the discussion of method C. Still, Vall points to Augustine and Aquinas to begin with the premise of divine impassibility to establish that the language of change in God's will is metaphorical, and to Augustine and Chrysostom to explain this metaphorical rhetoric in terms of the condescension of divine pedagogy.2I agree with Vall (and Augustine, Chrysostom, and Dei Verbum) that the [End Page 1162] language of divine repentance must be understood in terms of the divine pedagogy. But I understand some of the key pedagogical strategies and points differently from Vall. Generally speaking, I further wonder whether the A-B-C framework might guide us to allow the tradition's philosophical concerns—which are certainly not alien to the text—to focus the inquiry in advance such that we then neglect the texts' priorities and the richness of the condescension of this pedagogy... (shrink)

Brutus wanted to kill Caesar. He believed that Caesar was an ordinary mortal, and that, given this, stabbing him (by which we mean plunging a knife into his heart) was a way of killing him. He thought that he could stab Caesar, for he remembered that he had a knife and saw that Caesar was standing next to him on his left, in the Forum. So Brutus was motivated to stab the man to his left. He did so, thereby killing (...) Caesar. (shrink)

In the United States, people are deeply divided along lines of race, class, political party, gender, sexuality, and religion. Many believe that historical grievances must eventually be left behind in the interest of progress toward a more just and unified society. But too much in American history is unforgivable and cannot be forgotten. How then can we imagine a way to live together that does not expect people to let go of their entrenched resentments? Living with Hate in American Politics (...) and Religion offers an innovative argument for the power of playfulness in popular culture to make our capacity for coexistence imaginable. Jeffrey Israel explores how people from different backgrounds can pursue justice together, even as they play with their divisive grudges, prejudices, and desires in their cultural lives. Israel calls on us to distinguish between what belongs in a raucous “domain of play” and what belongs in the domain of the political. He builds on the thought of John Rawls and Martha Nussbaum to defend the liberal tradition against challenges posed by Frantz Fanon from the left and Leo Strauss from the right. In provocative readings of Lenny Bruce’s stand-up comedy, Philip Roth’s Portnoy’s Complaint, and Norman Lear’s All in the Family, Israel argues that postwar Jewish American popular culture offers potent and fruitful examples of playing with fraught emotions. Living with Hate in American Politics and Religion is a powerful vision of what it means to live with others without forgiving or forgetting. (shrink)

Graphical AbstractPheomelanogenesis may have evolved as an excretory mechanism to remove excess cysteine, and in humans this might potentially confer a greater ability to avoid disease such as Parkinson's and Alzheimer's disease, in which excess cysteine is a contributory cause.

In recent years numerous attempts have been made by analytic philosophers to naturalize various different domains of philosophical inquiry. All of these attempts have had the common goal of rendering these areas of philosophy amenable to empirical methods, with the intention of securing for them the supposedly objective status and broad intellectual appeal currently associated with such approaches. This volume brings together internationally recognised analytic philosophers, including Alvin Plantinga, Peter van Inwagen and Robert Audi, to question the project of naturalism. (...) The articles investigate what it means to naturalize a domain of philosophical inquiry and look at how this applies to the various sub-disciplines of philosophy including epistemology, metaphysics and the philosophy of the mind. The issue of whether naturalism is desirable is raised and the contributors take seriously the possibility that excellent analytic philosophy can be undertaken without naturalization. Controversial and thought-provoking, Analytic Philosophy Without Naturalism examines interesting and contentious methodological issues in analytic philosophy and explores the connections between philosophy and science. (shrink)

The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees (...) it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. _Of Human Potential _will be of interest to a broad range of philosophers, educators and social scientists. (shrink)