In recent years there has been an expansion of scientific work on consciousness. However, there is an increasing necessity to integrate evolutionary and interdisciplinary perspectives and to bring affective feelings more centrally into the overall discussion. Pursuant especially to the theorizing of Endel Tulving , Panksepp and Vandekerckhove we will look at the phenomena starting with primary-process consciousness, namely the rudimentary state of autonomic awareness or unknowing consciousness, with a fundamental form of first-person ‘self-experience’ which relies on affective experiential states (...) and raw sensory and perceptual mental existences, to higher forms of knowing and self-aware consciousness. Since current scientific approaches are most concerned with the understanding of higher declarative states of consciousness, we will focus on these vastly underestimated primary forms of consciousness which may be foundational for all forms of higher ‘knowing consciousness’. (shrink)

The book is about logical analysis of natural language. Since we humans communicate by means of natural language, we need a tool that helps us to understand in a precise manner how the logical and formal mechanisms of natural language work. Moreover, in the age of computers, we need to communicate both with and through computers as well. Transparent Intensional Logic is a tool that is helpful in making our communication and reasoning smooth and precise. It deals with all kinds (...) of linguistic context in a fully compositional and anti-contextual way. (shrink)

This paper compares Sartre's and Nancy's experience of the plurality of beings. After briefly discussing why Heidegger cannot provide such an experience, it analyzes the relation between the in-itself and for-itself in Sartre and between bodies and sense in Nancy in order to ask how this experience can be nauseating for Sartre, but meaningful for Nancy. First, it shows that the articulation of Being into beings is only a coat of veneer for Sartre while for Nancy Being is necessarily plural. (...) Then, it contrasts Nausea as an experience without language with Nancy's thinking of the excription of sense in the thing. (shrink)

Wittgenstein is the most influential twentieth century philosopher in the English-speaking world. In the _Philosophical Investigations_, his most important work, he introduces the famous 'private language argument' which changed the whole philosophical view of language. _Wittgenstein and the Philosophical Investigations_ introduces and assesses: * Wittgenstein's life, and its connection with his thought * the text of the _Philosophical Investigations_ * the importance of Wittgenstein's work to contemporary philosophy.

To revitalize nursing science, there is a need for a new approach to guide nurse scientists in addressing complex problems in health care. By applying theoretical concepts from a revolutionary philosopher of science, Paul K. Feyerabend, new nursing knowledge can be produced using creativity and pluralistic approaches. Feyerabend proposed that methods within and outside of science can produce knowledge. Despite the recognition of Feyerabendian philosophy within science, there is currently a lack of literature regarding the relevance of Feyerabendian philosophy for (...) nursing science. We aim to (a) describe and critique Feyerabendian concepts, (b) discuss the potential application of Feyerabendian philosophy for knowledge production within gerontological nursing and (c) describe theoretical possibilities for nurse scientists in using Feyerabendian philosophy to guide nursing knowledge development. We begin by introducing Feyerabend's life and his inspirations for his theoretical concepts, epistemological anarchism, theoretical pluralism and humanitarianism, and conclude by offering suggestions of how to apply Feyerabendian philosophy in nursing research. (shrink)

This paper attempts to elucidate on Jacques Derrida’s concept of deconstruction and its difficult elements, viz., differance, dissemination, destinerrance, and geocatasthrophe. These basic ideas need elaboration for their proper understanding. Once successfully achieved, then here lies the significance of this paper.

Since the Fall of 1993, at the Centre Interdisciplinaire de Recherche sur l'Apprentissage et le D/span>veloppement en /span>ducation of the Universit/span> du Qu/span>bec /span> Montr/span>al, two mathematicians and one philosopher have collaborated to design and develop a research project involving philosophy, mathematics and sciences. Previous observations in the classroom had led the researchers to realize that, within the school curriculum, children like some subject matters and dislike others. Most of them usually succeed in arts, physical education and language arts, but (...) many have difficulties in succeeding in mathematics. Why? On the one hand, as Matthew Lipman advocates, the school curricula are not sufficiently "meaningful" for children. On the other hand, some studies in the field of mathematics suggest that there are myths and prejudices about mathematics in primary schools and that the school system is partly responsible for this. Indeed, the school system does not invite children to express emotions in class about mathematics nor does it favor creativity. It does not allow dialogue among peers about mathematical concepts and problems, nor the construction of mathematical knowledge by the students themselves. (shrink)

According to a number of international organizations such as UNESCO, the development of critical thinking is fundamental in youth education. In general, critical thinking is recognized as thinking that doubts and evaluates principles and facts. We define it as essentially dialogical, in other words constructive and responsible. And we maintain that its development is essential to help youngsters make enlightened decisions and adequately face up to the challenges of everyday living. Our recent analyses of exchanges among pupils who benefited from (...) philosophical praxis showed that dialogical critical thinking comprises four thinking modes and six epistemological perspectives that range from the simplest increasing in complexity to the most complex . Relativism merits special focus in that a majority of the pupils’ interventions that we analyzed are situated within this perspective, and in that relativism is charged with both positive and negative meanings. In its positive meaning, it is associated with reflection, plurality and open-mindedness, but in its negative sense, relativism refers to arbitrary decisions, to indifference and the status quo. This is why we maintain that relativism must be transcended. In this respect, we suggest two series of open-ended questions that are designed to provoke a disequilibrium in pupils’ certainties and, by so doing, stimulate their reflection towards inter-subjectivity. These questions are associated with the diversification of thinking modes and the increasing complexity of these modes. (shrink)

The love of God -- Faith in God -- The presence of God -- The Word of God.

Le Comité consultatif de Bioéthique de Belgique fête ses 15 ans et établit le bilan de ses activités: ses avis ont-ils aidé les parlementaires et ministres à se former une opinion sur des sujets délicats? Ont-ils proposé des réponses aux questions auxquelles sont confrontées les comités d'éthique médicale des hôpitaux? Comment y ont évolué certaines valeurs traditionnellement fondatrices de notre société? À l'avenir, quels sont les enjeux éthiques que le grand public souhaiterait voir traités par le Comité?

La renommée nationale et internationale de Pierre Bourdieu lui est venue de la sociologie, une sociologie un peu particulière, dite " des élites ", ou plus communément, " de la domination ", au fil de laquelle il ne se fit pas faute de fustiger les représentants de celle qu'il appelait " La discipline du couronnement ", la philosophie. C'était là pourtant son terroir d'origine, sa formation première, et la seule dans laquelle il possédât un diplôme. Mais il ne voyait dans (...) ses anciens " collègues " que des lectors figés dans une position scolastique qui les éloignait des urgences du monde et du " sens pratique ". Pourtant, c'est à l'aide de La philosophie qu'il critique la philosophie, et vise à l'éduquer, qu'il forge les concepts majeurs de sa sociologie, comme l'habitus, la violence symbolique. Et l'enjeu de ses recherches est encore un enjeu philosophique, qui le rapproche de ceux qui ont voulu transformer le monde, au lieu de se borner à le penser. (shrink)

This dissertation aims to construct a non-dogmatic defence of common sense. It tries to show why the absence of justification for the judgements of common sense, which the sceptic reveals, does not invalidate them.

Writing about testimonies from the concentration camps poses a fundamental problem to those who undertake this task, for one cannot lightly broach the still-living history of the Nazi camps. Auschwitz “is not a subject for a colloquium” or, at least, not a subject like others. For the deportees themselves, speaking up is not easy. In whose name can they speak, in the name of what can they remember, how can they say it and to whom? Such are the first questions (...) which arise like so many obstacles to communication. How to express the inexpressible? Such is the problem lying at the heart of all the testimonies, inasmuch as their credibility but also their possibility of existing depend on it. As Yves Reuter points out, the question of form appears in its most crucial aspect here: Neither history nor textual theory can overlook the concentration camp testimonies, extreme discourses of an extreme experience. To be concerned with form is not at all secondary. The obsessive “how to say it” of the accounts in this case seems of capital importance to me. (shrink)

The Bible describes God in many different ways: God is light; God is joy; God is wisdom. God is the beauty that fills the earth and the rock we stand on, the promises we live by and the fire that purifies us. This volume offers a collection of these images, presented in simple language that young readers can easily understand. This book's bright artwork and lyrical text, written by the bestselling author of Psalms for Young Children, explores how, even though (...) we cannot see or touch God, we can still discover him in our world. (shrink)

The ceremony of gathering twelve-year old children together in each parish for the first sacrament of the Eucharist is not an old custom. The primitive Church took Christ's word literally: “Except ye eat the flesh of the Son of man, and drink his blood, ye have no life in you.” (John, VI, 53), from which it was generally thought that children who died before having received communion were as damned as if they had not been baptised. The initiation of neophytes (...) required successively both sacraments and confirmation. When the custom was established of baptising the new born (2nd and 3rd centuries) they received communion at the same time. As they were incapable of eating the host, the blood of Christ was conferred upon them in the guise of wine. (shrink)