This paper presents an argument for the realism about mechanisms, contents, and vehicles of mental representation at both the personal and subpersonal levels, and showcases its role in instrumental rationality and proper cognitive functioning. By demonstrating how misrepresentation is necessary for learning from mistakes and explaining certain failures of action, we argue that fallible rational agents must have mental representations with causally relevant vehicles of content. Our argument contributes to ongoing discussions in philosophy of mind and cognitive science by challenging (...) anti-realist views about the nature of mental representation, and by highlighting the importance of understanding how different agents can misrepresent in pursuit of their goals. While there are potential rebuttals to our claim, our opponents must explain how agents can be rational without having mental representations. This is because mental representation is grounded in rationality. (shrink)

La grande littérature française, de Marcel Proust à Michel Houellebecq, avec les chefs d'oeuvre d'André Gide, Samuel Beckett, Nathalie Sarraute, Albert Camus, Jean-Paul Sartre, Jean Giraudoux, Eugène Ionesco, Marguerite Yourcenar, Bernard-Marie Koltès, ou Enzo Cormann, reflète la condition humaine dans le monde des valeurs stables et celui de la modernité liquide décrite par Bauman. Ses interrogations concernent l'homme, confronté à l'Histoire, en proie au doute sur le Moi aussi bien que sur les religions.

Historically, universities not only played an educational and research role, but also created culture. It was also expressed by the academic ethos. At the same time, along with the advancement of the globalisation of economic processes, there is a tendency to apply the market approach in their case, which results in the economisation and financialisation of science. The clash of these two worlds, i.e. the academic ethos embedded in academic values ​​and the economic approach to the functions of universities, is (...) manifested, for example, in their McDonaldisation. As a consequence, universities focus on those aspects of their activities that are economically effective, including, for example, providing specialised educational services for student – clients. This process may result in universities losing their character, and thus becoming centres of creative inspiration and scientific discourse between scientists. Therefore, the aim of this study is to try to answer the following research questions: first, what are the consequences for universities of their economisation and financialisation, and, second, how their McDonaldisation affects the academic ethos. The study uses the dogmatic, legal and comparative methods. (shrink)

Author: Zamiara Krystyna Title: JERZY KMITA’S CREATIVE JOURNEY AS A SEQUENCE OF PROBLEM-SHIFTS (Droga twórcza Jerzego Kmity jako sekwencja przesunięć problemowych) Source: Filo-Sofija year: 2011, vol:.12, number: 2011/1, pages: 109-127 Keywords: KMITA, SOCIO-REGULATORY THEORY OF CULTURE, HISTORICAL EPISTEMOLOGY, SCIENCE, CULTURE, MARXISM Discipline: PHILOSOPHY Language: POLISH Document type: ARTICLE Publication order reference (Primary author’s office address): E-mail: www:This paper presents meta-philosophical considerations concerning evolution of Jerzy Kmita’s intellectual standpoint. The author focuses on two crucial “problem-shifts” which lead Kmita to his (...) genuine philosophical and scientific perspective. First “shift” consists in transition from Popper’s logic of scientific discovery to philosophical project of “historical epistemology” based on original interpretation of Marxian historical materialism. In this way Kmita transfers strictly epistemological and logical reflection on science into the field of history of science and historicism. Second “shift” suggests a transformation of “historical epistemology” in terms of descriptive cultural studies. In this case the problem of scientific cognition is understood as a socio-cultural fact and consequently analyzed within the framework of Kmita’s socio-regulatory conception of culture. (shrink)

In this paper, we defend a representational approach to at least some kinds of non-human psychopathology. Mentally-ill non-human minds, in particular in delusions, obsessive-compulsive disorders and similar cognitive states, are traditionally understood in purely behavioral terms. In contrast, we argue that non-human mental psychopathology should be at least sometimes not only ascribed contentful mental representation but also understood as really having these states. To defend this view, we appeal to the interactivist account of mental representation, which is a kind of (...) a constructive approach to meaning. We follow Mark Bickhard in assuming that only an organism – either human or non-human – capable of detecting its own misrepresentations is representational. However, under his autonomy-based account of biological function these minds are incapable of misrepresentations because these minds are, ex hypothesi, unable to detect error in such representations. To solve this problem, we argue that adding a historical dimension – as in Millikan’s view on mental representations – to Bickhard’s account of function makes mental misrepresentation of mentally-ill minds possible. Using Bickhard’s dynamic account of function, it is possible to explain why delusions and other mental disorders can be seen as locally functional. However, an etiological dimension can further explain why misrepresentations seem to be globally dysfunctional. Even if representational or biosemiotic hypotheses about non-human psychopathology are difficult to confirm empirically, we defend the view that they can enrich our understanding of the causes and development of such pathologies, and may constitute a new progressive research programme. (shrink)

This paper investigates confabulations in Korsakoff’s syndrome (KS) from the perspective of error-based teleosemantics, a framework that emphasizes the role of error detection in mental representation. I introduce a distributed and communicative model of memory, framing it as a network of information transfer encompassing both internal cognitive processes and external social interactions. This model, grounded in teleosemantics, allows for an understanding of how confabulations arise not solely from internal memory deficits, but also from disruptions in the feedback loops between individuals (...) and their social environments. By analyzing cases of provoked and spontaneous confabulations in KS patients, I demonstrate how this framework illuminates the crucial role of external consumers (e.g., caregivers) in either reinforcing or correcting erroneous memory reports. This approach, emphasizing error detection mechanisms, offers a new lens for examining the interplay between individual cognitive processes and social scaffolding in shaping memory and its pathologies. (shrink)

In this paper, I analyze a type of externalist enactivism defended by Riccardo Manzotti. Such radical versions of enactivism are gaining more attention, especially in cognitive science and cognitive robotics. They are radical in that their notion of representation is purely referential, and content is conflated with reference. Manzotti follows in the footsteps of early causal theories of reference that had long been shown to be inadequate. It is commonly known that radical versions of externalism may lead to difficulties with (...) the notion of representation, especially if they cannot help themselves with the notion of syntax. I argue that a type of externalism present in Manzotti’s enactivism may well lead to anti-representationalism. (shrink)

We consider modal epistemic and doxastic logics as intuitively inadequate logics of information, and we outline a modal system of the operator being informed that which avoids inconsistency with our intuitive concept of information. The system has modal structure of the normal modal logic K4, and is sound and complete on the class of all transitive frames. We compare this logic with Floridi’s KTB information logic, and we consider a possibility of extending our system to a dynamic logic.

Celem artykułu jest przedstawienie wybranych wątków myśli Paula Ricreura, szczególnie jego rozważań dotyczących niewolnej woli. Po pierwsze, zaprezentowana zostaje Ricreurowska filozofia woli oraz koncepcja ludzkiej ułomności. Następnie omówionajest reinterpretacja fenomenologii Husserla, której dokonuje Ricreur, co prowadzi go do wypracowania hermeneutycznej formuły, wskazującej, że symbol daje do myślenia. Ostatecznie twierdzę, że fenomenologia hermeneu- tyczna Ricreura tworzy określoną wizję antropologiczną i rozumienie ludzkiej kondycji, które później stanie się częścią „hermeneutyki siebie”.

The concept of inconsistency has become recently the subject of many studies focused on the principle ex contradictione sequitur quodlibet which is a hallmark of the classical inconsistency. Stanisław Jaśkowski was the first who took a non-classical standpoint toward this principle building a system of propositional logic which rejects this classical principle. Rejecting it implies important consequences for the concept of classical negation, and poses the question in which properties the op-eration of negation should be endowed. The intention of this (...) article is to define the concept of inconsistency as well as the concept of negation in a way satisfying the main intuitions natural language users connect with the two notions occurring in propositions containing vague concepts. The vagueness of natural language dis-course leads to the phenomenon of the seeming contradiction characteristic of natural language. A non-standard consequence relation for such a language has been defined in terms of preferential semantics making use of the concept of most classical model. This non-standard consequence relation is applied to the ethical discourse. The concepts introduced in this article have been used to an interpretation of the contradictories of Plato's Parmenides, as well as to the rejection of dialetheism. (shrink)

Tematem artykułu są nowe założenia w nauczaniu wiedzy okrajach niemieckiego obszaru językowego, zawarte w najnowszym curriculum dotyczącym tego przedmiotu. Cele, treści, metody, mierzenie postępu w nauce opierają się na czterech podstawowych zasadach: - integralności, która oznacza łączenie przekazywanych informacji z kompetencją językową i metodyczno-dydaktyczną; - łączenia i wzajemnego powiązania wiedzy z różnych dziedzin, np. realioznawstwo, kulturoznawstwo, historia itp.; - interkulturowości, tzn. rozwijania kompetencji, umiejętności, strategii w kontakcie z innymi kulturami; - ukierunkowania na działania, tzn. przekazywanie wiedzy nie w formie prezentacji (...) faktów, lecz na drodze indukcyjnej, także w formie projektów, wyjazdów studyjnych, kontaktów w kraju i za granicą. Nadrzędnym celem jest wykształcenie człowieka, który będzie dysponował nie tylko wiedzą z zakresu przedmiotu, ale także kompetencją fachowo-dydaktyczną, interkulturową i będzie w stanie samodzielnie interpretować zjawiska społeczne, polityczne i kulturowe w krajach niemieckiego obszaru językowego, a także we własnym zakresie uzupełniać swoją wiedzę. Ponieważ zjawiska te są w ciągłym rozwoju, nie należy zakładać, iż ogarnięty zostanie ich całokształt. Należy dążyć do naświetlenia różnorakich aspektów rzeczywistości społecznej z takich zakresów, jak np. jednostka i społeczeństwo, państwo i społeczeństwo, gospodarka, życie kulturalne itp. Przy ich omawianiu punktem wyjścia są doświadczenia i zainteresowania uczących się. Znajdują oni wspólnie takie tematy, które dają się rozbudowywać w różnych kierunkach w zależności od potrzeb i zainteresowań. Efektem takiego postępowania jest stworzenie nie listy obowiązujących tematów, lecz pewnej sieci wzajemnie z siebie wynikających problemów, którą ciągle można rozszerzać. Wdrożenie takiej drogi musi iść w parze z zastosowaniem różnorakich technik i metod. Powyższe curriculum uwzględnia także powstałą w ostatnich latach koncepcję nauczania wiedzy okrajach niemieckiego obszaru językowego nie w sposób sumaryczny, czyli omawiając kolejno te kraje i występujące w nich zjawiska, lecz w sposób zintegrowany i ukierunkowany na problem, tzn. odnosząc omawiane zjawiska do wszystkich krajów jednocześnie. (shrink)