The research reported in this document has been sponsored by the Air Force Office of Scientific Research, OAR, under Contract AF61 ‐640 with the European Office of Aerospace Research, United States Air Force; by the Aeronautical Systems Division of the Air Force Systems Command, United States Air Force, through the European Office of the Office of Aerospace Research, under Contract AF61‐402, and by the US Department of the Army, through its European Research Office, under Contract No. DA‐91‐591‐EUC‐3216.

This three-part paper presents Gordon Pask’s conversation theory (CT) and interaction of actors theory (IA) and outlines ways to apply these cybernetic approaches to designing technologies and scenarios for both formal and informal learning. The first part of the paper covers concepts central to CT and IA, explaining the relationship between conceptual and mechanical operators, and machines mediating informal and formal learning. The second part of the paper applies visual representations of CT and IA to understanding the use (...) of Pask’s course assembly systems (CASTE and THOUGHTSTICKER), created between the late 1960s and the 1980s, and the ThoughtShuffler search interface, created in the 2010s. The third part proposes two pathways for design based on CT and IA: firstly, the potential for designers and observers to reformulate the qualities of tools and learning scenarios to augment human thinking and collective action; and secondly, the possibility to create tools with malleable interfaces that allow users to become intermediaries rather than consumers of knowledge. (shrink)

This three-part article reinforces crosscurrents between cybernetician Gordon Pask’s work towards creating responsive machines applied to theater and education, and Vygotsky’s theory, to advance sociohistorical approaches into the internet age. We first outline Pask’s discovery of possibilities of a neoclassical cybernetic framework for human–human, human–machine, and machine–machine conversations. Second, we outline conversation theory as an elaboration of the reconstruction of mental models/concepts by observers through reliance on sociocultural psychological approaches, and apply concepts like the zone of proximal (...) development and perezhivanie to Paskian aesthetic technologies. Third, we interpret Pask’s teaching/learning devices as zones of proximal development, and outline how Paskian algorithms in digital devices like THOUGHTSTICKER have been generalized on today’s internet, supplemented by corporate interests. We conclude that Paskian theory may offer understandings of the roles of internet technologies in transforming human thinking, and suggest (re)designing tools incorporating algorithms that contextually advance conceptual understanding that deviates from current indexing approaches. (shrink)

Although it is conceded that distinct knowledge domains do presentparticular problems of coming to know, in thispaper it is argued that it is possible to construct a domain independent modelof the processes of coming to know, one inwhich observers share understandings and do soin agreed ways. The model in question is partof the conversation theory of Gordon Pask. CT, as a theory of theory construction andcommunication, has particular relevance forfoundational issues in science and scienceeducation. CT explicitly propounds a (...) ``radicalconstructivist'' epistemology. A briefaccount is given of the main tenets of RC andCT's place in that tradition and the traditionsof cybernetics. The paper presents a briefnon-technical account of the main concepts ofCT including elaborations by Laurillard andHarri-Augstein and Thomas. As part of CT, Pask also elaborated a methodology – knowledgeand task analysis – for analysing the structureof different knowledge domains; thismethodology is sketched in outline. (shrink)

Importance Informed consent is essential to ethical, rigorous research and is important to recruitment and retention in cancer trials.Objective To examine cancer clinical trial (CCT) participants’ perceptions of informed consent processes and variations in perceptions by cancer type.Design and Setting and Participants Cross-sectional survey from mixed-methods study at National Cancer Institute–designated Northeast comprehensive cancer center. Open-ended and forced-choice items addressed: (1) enrollment and informed consent experiences and (2) decision-making processes, including risk-benefit assessment. Eligibility: CCT participant with gastro-intestinal or genitourinary, hematologic-lymphatic (...) malignancies, lung cancer, and breast or gynecological cancer (N = 334).Main Outcome Measures Percentages satisfied with consent process and information provided; and assessing participation’s perceptions of risks/benefits. Multivariable logistic or ordinal regression examined differences by cancer type.Results Most patient-participants felt well informed by the consent process (more than 90% overall and by cancer type) and. most (87.4%) reported that the consent form provided all the information they wanted, although nearly half (44.8%) reported that they read the form somewhat carefully or less. More than half (57.9%) said that talking to research staff (i.e., the consent process) had a greater impact on participation decisions than reading the consent form (2.1%). A third (31.1%) were very sure of joining in research studies before the informed consent process (almost half of lung cancer patients did—47.1%). Most patients personally assessed the risks and benefits before consenting. However, trust in physicians played an important role in the decision to enroll in CCT.Conclusions and Relevance Cancer patients rely less on written features of the informed consent process than on information obtained from the research staff and their own physicians. Research should focus on information and communication strategies that support informed consent from referring physicians, researchers, and others to improve patient risk-benefit assessment and decision-making. (shrink)

Purpose: Gordon Pask has left behind a voluminous scientific oeuvre in which he frequently uses technical language and a detail of argument that makes his work difficult to access except by the most dedicated of students. His ideas have also evolved over a long period. This paper provides introductions to three of Pask's key concepts: "conversations," "individuals," and "concepts." Method: Based on the author's close knowledge of Pask's work, as his collaborator for ten years and as (...) someone who has had access to and is familiar with almost all of his published work, the paper selects three of Pask's key concepts for elucidation in order to motivate the interested reader to explore Pask's work in the original. Results: Pask's key concepts, "conversations," "individuals," and "concepts," which are central in his conversation theory and his later elaborations in "interaction of actors theory," are shown to be grounded in fundamental principles from cybernetics. Furthermore, the form of Pask's theorising is that of second order (reflexive) metatheorising, developing theories of theorising that explain their own form and genesis. (shrink)

The article introduces the problematics of the classical two-valued logic on which Western thought is generally based, outlining that under the conditions of its logical assumptions the subject I is situated in a world that it cannot address. In this context, the article outlines a short history of cybernetics and the shift from first- to second-order cybernetics. The basic principles of Gordon Pask’s 1976 Conversation Theory are introduced. It is argued that this second-order theory grants agency to others (...) through a re-conception of living beings as You logically transcending the I. The key principles of Conversation Theory are set in relation to the poetic forms of discourse that played a key role in art as well as philosophical thinking in China in the past. Second-order thinking, the article argues, is essentially poetic. It foregoes prediction in favour of the potentiality of encountering tomorrow’s delights. (shrink)

Following the traces of a statement by Margaret Mead, emphasizing that the first photographic images of the Earth from space presented notions of fragility, the article contextualizes the recent critique of the dominant representation of the Earth as a globe that emerged in conjunction with the discourse on the Anthropocene. It analyses the globe as an image and the sentiments that accompanied it since the first photographs of our planet from space were published in 1968. The article outlines how the (...) cultural meaning of the whole Earth representation changed in parallel with the appropriation of the image by the large technological enterprises that emerged from US America’s counterculture. It returns to the possibility of a coexistence of ‘views from within’ and ‘views from without’ following a detour with Gregory Bateson via Bali and proposes a Cybernetics of Grace as a practice of resistance against pure exteriority. The article concludes by linking the Cybernetics of Grace with the second-order conversations of Gordon Pask. (shrink)

Open peer commentary on the article “The Banathy Conversation Methodology” by Gordon Dyer, Jed Jones, Gordon Rowland & Silvia Zweifel. Upshot: The Banathy Conversation Methodology offers an approach to organizing and facilitating conversation groups among individuals self-identified as interested in a particular topic. As someone who would like to see more conversation integrated into academic conferences, I propose two extensions of BCM for consideration by the authors: one is an extension to the theoretical underpinnings, namely the conversation theory (...) of Gordon Pask, and the other is an extension to the tools and techniques, namely the group syntegration process developed by Stafford Beer. If the authors do not like the direction these extensions might take BCM, I would be interested in their assessment of the circumstances under which alternative approaches to conversation groups might be more or less useful. (shrink)

Open peer commentary on the article “Luhmann and the Constructivist Heritage: A Critical Reflection” by Eva Buchinger. Upshot: I acknowledge the value of Buchinger’s contribution to my understanding of Luhmann’s theory of social systems and seek some clarification and elaboration concerning specific issues. In particular, I raise some questions about the concepts of meaning processing and of psychic systems and persons, with reference to related ideas developed by Gordon Pask and myself. I also question how Luhmann uses the (...) term “autopoiesis.”. (shrink)

This paper, co-authored by undergraduate students and their instructor part of an educational psychology seminar, describes a participatory curriculum design approach for preservice teacher education that focuses on the use of the principles of second-order cybernetics to teach about teaching and learning. Using elements of an Open Source Educational Processes framework, our Spring ESEPSY2309 section created project-based collective hive minds of preservice teachers, relying on a cybernetic approach at the crossroads of Gregory Bateson and Gordon Pask's theories. The (...) classroom community used four innovative tool-mediated pillars to guide collaborative activity: 1) Live-chatting using the Reddit social media platform, 2) observation of the lives, strategies, and practices used by teachers and students in their own social networks through Soundcloud podcasting to expand their own perceptions of pedagogies and best practices that they could employ in their careers, 3) open-ended paper writing, exploring sources beyond the object language provided by the textbook through extensive dyadic conversations with the instructor, and 4) training in the use of the Alice 3 game creation tool for block programming enabling the accumulation of competence in designing classroom systems that may treat students these undergraduates would soon teach as active historical agents in learning environments, combining skills from varied subjects into transdisciplinary educational experiences. We showcase outcomes of our class projects using a narrative inquiry to describe podcast episodes, a topic network analysis to illustrate the expansive nature of Open Source writing activity, and a visual depiction of our class Alice 3 games. (shrink)

Context: The thoroughly second-order cybernetic underpinnings of naturalist theatre have gone almost entirely unremarked in the literature of both theatre studies and cybernetics itself. As a result, rich opportunities for the two fields to draw mutual benefit and break new ground through both theoretical and empirical investigations of these underpinnings have, thus far, gone untapped. Problem: The field of cybernetics continues to remain academically marginalized for, among other things, its alleged lack of experimental rigor. At the same time, the field (...) of theatre studies finds itself at an impasse between post-structuralist semioticians and embodied cognitivists regarding key onto-epistemological issues. A program of research framing and utilizing naturalist theatre as a second-order cybernetic/cybersemiotic laboratory holds much promise in addressing both matters and lending credence to Ross Ashby’s assertion that “the discovery that two fields are related leads to each branch helping in the development of the other.” Method: After establishing the nature of the onto-epistemological deadlock within theatre studies, this article examines the application of cybernetic heuristics within naturalistic theatre, leading to a second-order cybernetic analysis of its processes of production and reception and the outline of an experimental program for exploring these processes further. Results: Foundations for a model of naturalist theatre as a cybersemiotic laboratory grounded in a novel operationalization of Gordon Pask’s conversation theory. Implications: The proposed laboratory could result in the generation of quantitative and qualitative research pertaining to several dimensions of second-order cybernetics; particularly cybersemiotics, which, as a result, may end up better positioned to help dissolve onto-epistemological deadlocks between constructivists and realists of all stripes across the academy and beyond. Constructivist content: I argue that an analysis of naturalistic theatre’s processes of meaning-making filtered through the constructivist ontological agnosticism of second-order cybernetics offers a productive middle way forward for those on both sides of the social constructivist/embodied cognitive realist divide, within and beyond theatre studies. The article draws upon the works of Gregory Bateson, Søren Brier, Ranulph Glanville, Heinz von Foerster, and Niklas Luhmann. (shrink)

The history of British cybernetics offers us a different form of science and engineering, one that does not seek to dominate nature through knowledge. I want to say that one can distinguish two different paradigms in the history of science and technology: the one that Heidegger despised, which we could call the Modern paradigm, and another, cybernetic, nonModern, paradigm that he might have approved of. This essay focusses on work in the 1950s and early 1960s by two of Britain’s leading (...) cyberneticians, Stafford Beer and Gordon Pask, in the field of what one can call biological computing. My object is to get as clear as I can on what Beer and Pask were up to. At the end, I will discuss Beer’s hylozoist ontology of matter, mind and spirit. This material is not easy to get the hang of—but that is what one should expect from an unfamiliar paradigm. (shrink)

This participatory study, conducted in an introductory psychology class, recounts self-reflections of 22 undergraduate students and their instructor engaging in an GenAI-mediated storyboard generation process. It relies on Gordon Pask’s conversation theory, structuring out the nature of interactions between students, instructor, and GenAI, and then uses a qualitative narrative to describe these conversational feedback loops constituting the creation of draft and final storyboards. Results suggest students engaged in cyclical feedback driven processes to master their creations, used elements of (...) photography related to the relationships between objects in frame, image processing, and cultural objects/themes to generate narratives. Issues were faced with generating text on images, and the consistency and style of generated frames as they interacted with GenAI tools. This study provides guidelines to university teaching professionals to design effective activities mediated by text-to-image GenAI. (shrink)

This participatory study recounts conversational practices occurring between three teachers, a head of school, and a researcher during a month-long curriculum design workshop mediated by the MagicSchool AI technology to create social studies, language arts, science, and mathematics lessons for a virtual special education program. A social paradigm of AI-mediated educational practices is presented, wherein teachers interact with AI tools by embodying co-agency and a spirit of inquiry. Collective practices are interpreted using Gordon Pask’s conversation theory framework, showcasing (...) how to design systems of human-AI feedback loops devoted towards curriculum design. Meeting transcriptions, AI-prompt data, AI-mediated lesson plans, teacher feedback, and final products are shared using narrative inquiry to illustrate how collaborative co-agency culminated in lesson plans that co-observers felt confident in deploying. (shrink)

In an era marked by rapid information flows, search engine use often precedes online exploration. Search engines like Google function through reliance on over 200 signals that fine tune consumer behavior and provide ordered results. This process "adds a little something extra" to the idea of results ordered by pure conceptual relationships between keywords and phrases, and may stifle critical reflection. The search interface we test, ThoughtShuffler, designed using principles of Gordon Pask's cybernetics, reorders Google's results based on (...) the degree to which they contain varied co-occurring keywords both inputted by the user, and suggested by the tool; giving preference to sources that may pique the curiosity of the user to explore other sources and critically analyze them. We conducted an experimental mixed methods study to analyze argumentative essays written by 39 adult participants using ThoughtShuffler and Google, about universal and privatized healthcare models. We used the Linguistic Inquiry and Word Count (LIWC) tool to calculate word frequencies for emotional tone, and moralization/argumentation in the essays. We analyze these dimensions owing to the strong ties between morality, emotion, and critical thinking. Through t-tests of LIWC scores, and narrative inquiry of essays with high anger and moralization frequencies, we firstly found essays using ThoughtShuffler were marked by lower levels of anger-related words and less frustration related to the limitations of universal and privatized healthcare. Secondly, we found that the essays written using ThoughtShuffler contained more morality-related words, and featured more humanistic moral rationale about why a certain model of healthcare would be more viable. We suggest that tools like ThoughtShuffler, through their capacity to spur user's critical thinking and concept development, may contribute towards creating an informationally healthy society. (shrink)

Las sociedades humanas se estructuran según el principio de la organización holográfica: en ellas, las partes -básicamente, los sujetos que las constituyen- reflejan -y, en cierto modo, son- el todo social en el que habitan. Por esta causa, ese todo es algo más que la suma de sus partes -es una realidad infinitamente reflexiva y, así, autotrascendente. A diferencia de lo que ocurre con los hologramas ópticos o biológicos, el holograma social humano no se configura en el espacio ni en (...) la materia física, sino que tiene como medio propio el ámbito de las conciencias. Se trata de un ámbito transubjetivo, cuya forma peculiar de objetividad es justamente esa transubjetividad. De ahí que la ontología clásica, objetivista, no pueda representarlo. Una intuición adecuada del mismo exige una ontología capaz de capturar el carácter fractal -ontológicamente fracturado- del objeto social. Esta obra explora las bases de esa ontología a través del examen de la competencia social propia de nuestra especie, de la socialidad humana y la compleja estructura modal que la caracteriza. "Por primera vez -que yo sepa- tenemos una propuesta puesta al día de una ontología en sentido fuerte de la socialidad humana... Estamos -creo- ante un hito importante en el desarrollo de las ciencias noológicas» (Jesús Ibáñez). "...una notable incursión en las ideas de clausura organizacional y apertura informacional, y otras nociones similares como autoorganización de la vida y de la evolución social» (Gordon Pask). (shrink)

We provide an overview of the life and work of Graham Barnes, who was strongly influenced by Gregory Bateson, and who collaborated with several other cyberneticians and constructivists, in particular, Gordon Pask and Heinz von Foerster. After having left the USA for Sweden, he commuted between Stockholm and Belgrade, Zagreb, Ljubljana and Rijeka, where he taught his own integration of second-order cybernetics and psychotherapy.

The purpose of the following text is to give readers a general introduction to Gordon Pask’s conversation theory, which is considered here to be a cybernetic and epistemological account of concept-forming and concept-sharing through conversational discourse and practice. While Pask devoted three lengthy tomes to articulate the theory and its applications, I believe it is necessary to give readers who are interested in conversation theory a general introduction to what I believe are the key features of his (...) work in this area. I argue that conversation theory should be considered an inferential account of the theory of concepts rather than a representational account, by virtue of Pask’s argument that a concept must be a process that involves many other concepts. (shrink)

This article presents and discusses alchemy and cybernetics as fields in interaction through a conversation model. The starting point for establishing this relationship is the distinction between communication and conversation as pointed out by authors such as Gordon Pask, Ranulph Glanville and Vilém Flusser. Alchemy was the field of knowledge that best managed to unify Europe’s technological, philosophical and mystical world-view in the late Middle Ages. From an experimental basis, alchemy dealt with the transformation processes mirrored both in (...) a particular understanding of the dynamics of nature as in the connection between man and universe. Cybernetics, like alchemy, was a field developed from an interdisciplinary view of knowledge associated with a particular historical context, being, since its origin, the field that relates and operationalizes complexity and unpredictability in mechanical, biological and social systems. Cybernetics and alchemy are, from a constructivist perspective, models for structuring the world and collective systems of communication within cultural processes. Both are taken here as co-participants in an elliptical dialogue based on three main concepts: distinction, dialogue and emergence. The elliptical conversation model can be understood as a map of the complexity of the interactive field that is established between alchemy and cybernetics, generating a new entity while encapsulating two others, it is the distinction that accommodates two others, a dialogue between black boxes. (shrink)

This article departs from the consideration that global communication is not only a reality but also a challenge. This is because most of our communication does not involve dialogue but remains mere communication without achieving the creativity implied in true conversation. Departing from Gordon Pask’s warning, in 1980, that too much togetherness would be hazardous in future information environments, this article proposes a playful displacement of images – from network to lacework. The aim is to help us refine (...) our gaze into the interconnectedness of the world, or at least, into the intricacies of our contemporary culture and its global communication. The idea is that by using lace as an inspirational image we may go beyond the hazards of uniformity and triviality of our excessive togetherness. By doing so, we would allow space for a variety of local patterns of dialogues, articulated around unspoken tensions and thus, allowing the emergency of genuine conversation. (shrink)

For the philosopher Ivan Illich, society became a set of systems rather than a group of people. As such, society depersonalizes life and brings the need for open non-systematized spaces where people can act and interact outside their typical roles. On the other hand, an absence of formal structures may simply open spaces for the informal reproduction of society’s already well-established structures. Given this conjuncture, can systems be designed to foster personal expression? The answer I found in cybernetics is self-organization, (...) a process of adaptation to a context that can grow different organizations depending on what this context provides. This implies that personal expression is a concern in society’s emergent organizations, calling for meta planning to design the context of some of society’s self-organization processes. The cybernetician Gordon Pask argued that depersonalization follows from non-conversational communications, like the ones that develop in large committees. In response, Pask’s fellow cybernetician Stafford Beer proposed a meeting protocol called Team Syntegrity allowing large groups to subdivide into small integrated discussion groups. While Beer’s work has been extensively discussed in existent literature, this article presents the results of four experiments conducted by using variations of Beer’s protocol to understand both the ease with which it can be adapted to different situations, and the implications of its conversational structure on personal expression. The experiment’s realization demonstrates that the protocol’s preparation is laborious and hard to adapt in a timely manner in situations where participant numbers fluctuate. Automation of these processes, however, offers possibilities to use the approach in loosely organized groups. Automation can also help choosing the most appropriate protocol for particular situations through the manipulation of its configuration. Despite difficulties, the protocol offers promise for different purposes, encouraging personal expression in a way that reverberates with others’ personal perspectives. (shrink)

This workshop unearths the potential of applying principles of cybernetics to curriculum and educational technology design. Here, we focus on using technology-assisted learning scenarios at the confluence of education, psychology, and computer science as an asset for adults to learn the skills for critical Internet navigation; skills we argue are an integral part of life in the Information Age. The first part of the workshop begins with an introduction to what von Foerster called Gordon Pask’s first theorem (a (...) basic framework of human-tool conversations), which was used to design classes in heuristics at the University of Illinois, Urbana, and involved project-based community and artefact development. It then describes how this approach was replicated to co-design educational psychology classes at The Ohio State University in 2022-2023 to help preservice teachers engage in metareflection about their future careers. A small group discussion between workshop participants follows to understand how tools and activities used in these classes (social media, block programming, co-authoring, podcasting) can be adapted for other subject classrooms. The second part of the workshop focuses on fine-tuning the build of educational technologies like search engines to spur concept development. -/- We invite volunteers to interact with our Paskian search engine, ThoughtShuffler, which uses an uncertainty regulation mechanism to organize search results for lateral reading, and present results from an experimental study showing the tool has the potential to engender higher-order reflectivity in information search. We suggest principles of cybernetics can be used to co-design sociotechnical systems and sharpen both human and machine functioning within them, presenting hopes for human adaptation to an information-saturated future. (shrink)

Open peer commentary on the article “A Cybernetic Computational Model for Learning and Skill Acquisition” by Bernard Scott & Abhinav Bansal. Upshot: The target paper acknowledges some early computer modelling that I did in the years 1966–1968 when working with Pask at System Research Ltd in Richmond. In the commentary, I revisit the roots of this kind of modelling and follow the trajectory from then to today’s growing understanding of the dynamics of cognitive systems.

This chapter is intended to provide the reader with a brief biographical overview of Adorno's life and thought, with an emphasis on the key turning points in his career. It discusses his childhood, his education in Frankfurt, his musical studies, his emigration first to Oxford and then to the United States, his return to Germany after World War Two, his tenure as professor at the Goethe Universität Frankfurt and his prominence as a public intellectual, and his confrontation with students. Together (...) with biographical details the chapter also offers a simple overview of Adorno's major concerns as a philosopher. (shrink)

The essays in this volume are based on addresses presented during a colloquium on free logic, modal logic and related areas held at the University of California at Irvine, in May of 1968. With the single exception of Dagfinn F011esdal, whose revised address is included in a recent issue of Synthese honoring W. V. Quine, all of the speakers at the Irvine colloquium are contributors to this volume. Thanks are due to Professor A. I. Melden, Chairman of the Department of (...) Philosophy at Irvine, for his enthusiastic support of the colloquium, and to Drs. Gordon Brittan and Daniel Dennett for their help in the administration of the colloquium. Finally. I should also like to thank Professor Ralph W. Gerard, Dean of the Graduate Division of the University of California at Irvine, for the financial support which made the colloquium possible. KAREL LAMBERT Laguna Beach, California, 1969 TABLE OF CONTENTS PREFACE V KAREL LAMBERT and BAS C. VAN FRAASSEN/ Meaning Relations, Possible Objects, and Possible Worlds 1 JAAKKO HINTIKKA / Existential Presuppositions and Uniqueness Presuppositions 20 RICHMOND H. THOMASON / Some Completeness Results for Modal Predicate Calculi 56 H. LEBLANC and R. K. MEYER / Truth-Value Semantics for the Theory of Types 77 J. M. VICKERS / Probability and Non Standard Logics 102 PETER W. WOODRUFF / Logic and Truth Value Gaps 121 DANA SCOTT / Advice on Modal Logic 143 INDEX OF NAMES 175 KAREL LAMBER T AND BAS C. (shrink)

European Journal of Philosophy, EarlyView.

Light can kill the photoreceptors of the eye, not only very bright direct sunlight, but more moderate illumination if the light is present continuously. Recent experiments show that rod apoptosis can be triggered by strong and constant activation of transduction, and that death can be prevented if transduction is inhibited even though the eye is illuminated. Vitamin A deficiency and genetically inherited diseases, such as some forms of retinitis pigmentosa and Leber congenital amaurosis, appear to kill like this: transduction is (...) activated at a high rate and continuously, and this causes the rods to die. Why does transduction kill? Our best guess is that continuous activation produces a prolonged lowering of the Ca2+ concentration, which is also thought to kill neurons in tissue culture and during the development of the nervous system. To prevent death in constant light, rods have evolved protective mechanisms including modulation of channels and ion transport to keep the Ca2+ from going too low. Prolonged light exposure also causes migration of transduction proteins from one part of the cell to another and a reversible shortening of the rod outer segments, the part of the cell that contains the pigment rhodopsin. All of these mechanisms are at work in the normal eye to reduce transduction and prevent the Ca2+ concentration from dropping too low for too long a time. That most of us retain our vision our entire lives is a testament to their effectiveness. BioEssays 28: 344–354, 2006. © 2006 Wiley Periodicals, Inc. (shrink)

The essays in this volume are based on addresses presented during a colloquium on free logic, modal logic and related areas held at the University of California at Irvine, in May of 1968. With the single exception of Dagfinn F011esdal, whose revised address is included in a recent issue of Synthese honoring W. V. Quine, all of the speakers at the Irvine colloquium are contributors to this volume. Thanks are due to Professor A. I. Melden, Chairman of the Department of (...) Philosophy at Irvine, for his enthusiastic support of the colloquium, and to Drs. Gordon Brittan and Daniel Dennett for their help in the administration of the colloquium. Finally. I should also like to thank Professor Ralph W. Gerard, Dean of the Graduate Division of the University of California at Irvine, for the financial support which made the colloquium possible. KAREL LAMBERT Laguna Beach, California, 1969 TABLE OF CONTENTS PREFACE V KAREL LAMBERT and BAS C. VAN FRAASSEN/ Meaning Relations, Possible Objects, and Possible Worlds 1 JAAKKO HINTIKKA / Existential Presuppositions and Uniqueness Presuppositions 20 RICHMOND H. THOMASON / Some Completeness Results for Modal Predicate Calculi 56 H. LEBLANC and R. K. MEYER / Truth-Value Semantics for the Theory of Types 77 J. M. VICKERS / Probability and Non Standard Logics 102 PETER W. WOODRUFF / Logic and Truth Value Gaps 121 DANA SCOTT / Advice on Modal Logic 143 INDEX OF NAMES 175 KAREL LAMBER T AND BAS C. (shrink)

The attitude to the Bible is a seismograph for scrutinizing the attitude of Zionism, in general, and that of the settlers, in particular, to their ideological and political world view. To where in the Bible are the settlers returning? To the Land of Canaan, to the land of the Patriarchs, or perhaps to the Kingdom of David? And what is the meaning of this return? It is not only the land that is basic to this question, but the relationship of (...) the Land of Israel to the people of Israel. In this article, we will mainly address the radical theological facets of the settler movement, not the proponents of Greater Israel. Our article will focus on the replication of settler theology from the first stage of Gush Emunim and the act of settlement, which in the opinion of the settlers is in accord with the continuation and completion of the Zionist project, to a more metaphysical phase, in which the centrality of the act of settlement gives way to Hassidic or kabbalistic thinking. The models which we present, make possible a fresh look at the utopian thinking and radical theology that are nourished by the settler movement and reflect a new, non-homogeneous stage. (shrink)

This chapter demonstrates that the Seventh Letter, explicitly and throughout its entirety, thematizes hearing and listening, and it comprises an exhortation to listen well. After laying down groundwork showing that logos must include listening, not merely assertion or expression, the chapter first demonstrates the political significance of the exhortation to listen based on a unified reading of the Letter that conjoins the concerns of the so-called digression with the rest of its content. It situates the “weakness of logos” taken up (...) in the digression, which most scholars treat in an ontological-linguistic weakness, as an aural phenomenon within the Letter’s distinctly political aims. That is to say, the “weakness of logos,” referred to in the so-called digression is also a weakness of hearers and hearing and is thus a political weakness, as well. The chapter then goes on to argue that the politics of listening in the Seventh Letter, as well as in some aspects of Socratic dialectic, rely necessarily on certain forms of domination or compelled listening, and I therefore consider the links between hearing and tyranny in the Letter. Finally, I speculate on what a more liberated politics of listening and hearing might look like and what role the Platonic writings might play as a propaedeutic to better listening in the city. I conclude by arguing that because of the “weakness of logos,” Plato’s task is inherently paradoxical: Plato calls us to hear what we are not yet able to hear, tyrannizing in order to liberate our sense of hearing. (shrink)

Alexis de Tocqueville (1805-1859) was born into an aristocratic family with strong political connections. He served as a representative in the French Chamber of Deputies starting in 1839 and was briefly Minister of Foreign of Affairs in 1849. As an author, he attained instant fame after publishing the first part of Democracy in America in 1835 (the second part appeared in 1840). In 1838, he was elected to the Academy of Moral and Political Sciences and, in 1841, to the even (...) more prestigious French Academy whose forty members were, in principle, the greatest living writers in the French language, known as 'the immortals.' In spite of these achievements, his was an anguished life. He was tormented by the depressing fluctuations of his country between revolution and Bonapartism, and by his own political ineffectiveness. Yet, it was not a failed life. Although he was unable to modify the course of history, he succeeded in articulating a new set of terms for the comprehension of political regimes and how they change. His cultivation of paradoxical theses (for example, that revolutions often occur when improving social conditions create rising expectations), his perception of how cultural values affect government and vice versa, and finally, his capacity to dramatize why the understanding of social institutions is an important part of our search for meaning in life, all this made him a profound historical and sociological thinker. The existential problem at the heart of Tocqueville's identity was that he was a democratically inclined aristocrat. (shrink)

In these groundbreaking new collections, the reader will find an exciting, boad-ranging selection of work showing an array of applications of the Gestalt model to working with children, adolescents, and their families and worlds. From the theoretical to the hands-on, and from the clinical office or playroom to family settings, schools, institutions, and the community, these chapters take us on a rewarding tour of the vibrant, productive range of Gestalt work today, always focusing on the first two decades of life. (...) With each new topic and setting, fresh and creative ideas and interventions are offered and described, for use by practitioners of every school and method. (shrink)