This paper presents a dialogue system called Lorenzen–Hamblin Natural Dialogue (LHND), in which participants can commit formal fallacies and have a method of both identifying and withdrawing formal fallacies. It therefore provides a tool for the dialectical evaluation of force of argument when players advance reasons which are deductively incorrect. The system is inspired by Hamblin’s formal dialectic and Lorenzen’s dialogical logic. It offers uniform protocols for Hamblin’s and Lorenzen’s dialogues and adds a protocol for embedding them. This unification required (...) a reformulation of the original description of Lorenzen’s system to distinguish “between different stances that a person might take in the discussion”, as suggested by Hodges. The LHND system is compared to Walton and Krabbe’s Complex Persuasion Dialogue using an example of a dialogue. (shrink)

The purpose of the research is to clarify the current problems of education in terms of education management and to work out the ways of solving them within the framework of the humanistic paradigm, that is, “management for human education”, presenting these solutions as implementing the required model of teachers’ training. Methodology. The author implements the approaches of education anthropology, the basis for which was provided by monitoring in action, textual records and research letters, as well as general philosophical methods. (...) Scientific novelty of the research lies in the anthropological view of the education problems, including the sphere of management. The perspective of the modern situation under study, that is, the neoliberal and managerial context add to the degree of scientific novelty. Results. Different conceptions of education management are revealed and the corresponding management models are considered, the difference of which is explained by opposing the humanistic and managerial paradigms. In a number of problems of education management, beyond the usual ones that appear for the collectives of educational organizations, it became obvious that new problems have emerged due to introducing “new management”, which has a noticeable impact on the goals and values themselves, distorting “human education”. As a response required from management to the needs of education in line with the humanistic paradigm, a “synergetic model of management” and “democratic management of education” are proposed. Conclusions. On the basis of analyzing the problems and education management models required for education, the author draws conclusions for teachers’ training: highlights the ideas that make up its guidelines, and outlines possible approaches to the content and methods of teaching education managers and teachers in line with the model “Creative, autonomous, reflective teacher” corresponding to the humanistic paradigm. (shrink)

This paper refutes the widespread view that disjunctions of imperatives invariably grant free choice between the actions named by their disjuncts. Like other disjunctions they can also express a correlation with some factual distinction, but as with modalized declaratives used for non-assertive speech acts this needs to be indicated explicitly. A compositional analysis of one such indicator, depending on, constitutes the point of departure for a uniform analysis of disjunctions across clause types. Disjunctions are analyzed as sets of propositional alternatives (...) that correlate with a partition that the speaker may or may not be able to indicate explicitly. Free choice arises as the specific case where the partition is induced by the preferences of the addressee. (shrink)

This article analyses how normative decision theory is understood by economists. The paradigmatic example of normative decision theory, discussed in the article, is the expected utility theory. It...

This paper presents considerations on altruism and prosocial behaviour formulated on the basis of some experiments with the ultimatum game. In the first part it will discuss relations between expected utility theories, the characteristics of homo oeconomicus and a modern understanding of altruism. It will focus in particular on conceptual differences, indicating that we can find more than one definition of altruism in modern literature. The second part of the text will provide an overview of selected behavioural theories of prosocial (...) behaviour. It will also present the manner in which needs, social determinants, norms, and individual psychological features affect the propensity to behave in a prosocial fashion. (shrink)

Cynizm bywa interpretowany na wiele sposobów. Interpretacja przedstawiona w artykule głosi, że cynizm jest etyką postawy i w tym sensie jest wyraźną kontynuacją myśli Sokratesa. Interpretacja ta zostaje odniesiona do tych, które głoszą, że cynizm stanowi perspektywę w patrzeniu na życie, propozycję powrotu do natury, bądź spojrzenie sofistyczne. Cynizm należy postrzegać jako w pełni rozwiniętą filozofię moralności, której korzenie sięgają myśli sokratejskiej i która jest blisko powiązana ze stoicyzmem.

The questions of forgiveness and political justice have recently become intertwined with the “transitional justice” project, the aim of which is the coming to terms with past human rights violations. This article demonstrates that “transitional justice” is less concerned with providing justice than with achieving historical closure, moral redemption, and a “new beginning.” It proposes that justice requires a profound reflection of a political nature by introducing and discussing Jean Améry's concept of resentment. Central to Améry's view of resentment is (...) the restoration of the victim's social status and dignity, the validation of the experience of victimhood; his view therefore contrasts with the Nietzschean derogative view of ressentiment. On the basis of Améry's conceptualizations and with reference to Derrida's notions of “hiatus” and “forgiveness as impossibility,” the article problematizes the relation of ethics and politics—which the “transitional justice” project takes as given. It suggests that to theorize on justice, one needs to parenthesize the moral imagery of forgiveness and bring thirdness to the fore as the space where the identities of “victims” and “perpetrators” are established and played out. (shrink)

According to general relativity, we live in a four-dimensional curved universe. Since the human mind cannot visualize those four dimensions, a popular analogy compares the universe to a two-dimensional rubber sheet distorted by massive objects. This analogy is often used when teaching GR to upper secondary and undergraduate physics students. However, physicists and physics educators criticize the analogy for being inaccurate and for introducing conceptual conflicts. Addressing these criticisms, we analyze the rubber sheet analogy through systematic metaphor analysis of textbooks (...) and research literature, and present an empirical analysis of upper secondary school students’ use and understanding of the analogy. Taking a theoretical perspective of embodied cognition allows us to account for the relationship between the experiential and sensory aspects of the metaphor in relation to the abstract nature of spacetime. We employ methods of metaphor and thematic analysis to study written accounts of small groups of 97 students who worked with a collaborative online learning environment as part of their regular physics lessons in five classes in Norway. Students generated conceptual metaphors found in the literature as well as novel ones that led to different conceptions of gravity than those held by experts in the field. Even though most students showed awareness of some limitations of the analogy, we observed a conflict between students’ embodied understanding of gravity and the abstract description of GR. This conflict might add to the common perception of GR being counterintuitive. In making explicit strengths and weaknesses of the rubber sheet analogy and learners’ conceptual difficulties, our results offer guidance for teaching GR. More generally, these findings contribute to the epistemological implications of employing specific scientific metaphors in classrooms. (shrink)

This article traces disagreements about the genetic effects of low-dose radiation exposure as waged by James Neel, a central figure in radiation studies of Japanese populations after World War II, and Yuri Dubrova, who analyzed the 1986 Chernobyl nuclear power plant accident. In a 1996 article in Nature, Dubrova reported a statistically significant increase in the minisatellite DNA mutation rate in the children of parents who received a high dose of radiation from the Chernobyl accident, contradicting studies that found no (...) significant inherited genetic effects among offspring of Japanese A-bomb survivors. Neel’s subsequent defense of his large-scale longitudinal studies of the genetic effects of ionizing radiation consolidated current scientific understandings of low-dose ionizing radiation. The article seeks to explain how the Hiroshima/nagasaki data remain hegemonic in radiation studies, contextualizing the debate with attention to the perceived inferiority of Soviet genetic science during the Cold War. (shrink)

Das politische Denken Rousseaus ist von einer tief greifenden Ambivalenz durchzogen: Einerseits soll mit der Republik die verlorene Einheit des Menschen auf politischer Ebene zurückgewonnen werden - doch andererseits bleibt angesichts der unheilbaren Spaltung des vergesellschafteten Menschen jede Hoffnung auf Einheit vergeblich. Magdalena Scherl rekonstruiert diesen Zwiespalt, indem sie das Republikideal im Lichte der Geschlechter- und Begehrenstheorie analysiert und dabei neben Rousseaus politischen Schriften auch sein literarisches Werk einbezieht. So werden die Aporien und Abgründe des republikanischen Denkens ausgeleuchtet, das (...) sich im Spannungsfeld zwischen ersehnter Einheit und unheilbarer Spaltung bewegt. (shrink)

This article discusses the philosophy of Alain Badiou from the perspective of a formulation that we believe represents it succinctly: the dialectic of formalization. The main thesis of the article is that Badiou’s doctrine of the four truth procedures can be understood as a doctrine of a dialectical realization of new and universal forms in the world. The dialectic of formalization announces a double procedure – an autonomous and creative procedure for the production of a new true form in the (...) world and a process of the formation of continuity in discontinuity. Moreover, the dialectic of formalization represents a connection between Badiou’s mature work and his early writings from the late 1960s. Even though in the 1960s and 1970s Badiou had not yet introduced the concepts of subject and truth in the sense that he understands them today, it is possible to support the thesis that there is an indisputable connection between Badiou’s early concept of formalization and his later concept of generic truth procedure. We will try to show that the dialectic of formalization designates the continuity between Badiou’s early and mature work. (shrink)

Changes that occurred in Poland between 2015 and 2019 have not spared the civil society, here understood broadly as NGOs, activist groups, independent academic organisations and minority communities. This paper is an attempt at reconstructing key ideological arguments that took place within it during that time, as well as their significance and effects on particular organisations both internally and in relation with other participants in the civil society. Also investigated are divisions that arose and their potential consequences in the future. (...) The analysis is based on research by Magdalena Arczewska and Magdalena Dudkiewicz and published as Strategie czy przystosowanie? Sytuacja organizacji pozarządowych w Polsce po 2015 [Strategies or Adaptation? The Situation of Non-governmental Organizations in Poland after 2015]. (shrink)

We present a preliminary study on disambiguation of symbolic expressions in mathematical documents. We propose to use the natural language within which the expressions are embedded to resolve their semantics. The approach is based on establishing a similarity between the expression’s discourse context and a set of terms from Term Clusters based on OpenMath Content Dictionaries. The Term Clusters are semi-automatically constructed terminological resources which classify related mathematical concepts into groups. Each group is labelled with a term which represents the (...) common denominator between the concepts. (shrink)

The following essay brings together philosophy and film. On the one hand, it is a short study of Hegel’s chapter on morality in the Phenomenology of Spirit. On the other hand, it deals with some of the moral conflicts presented in Ingmar Bergman’s 1961 film, Through a Glass Darkly. Central to my discussion is the concept of God. I aim to show how God, manifest in absolute Spirit, should not be understood as a transcendental figure located in a beyond, but (...) as a concrete entity found within the acts of forgiveness and reconciliation. (shrink)