In this paper I suggest an answer to the question of what Frege means when he says that his logical system, the Begriffsschrift, is like the language Leibniz sketched, a lingua characteristica, and not merely a logical calculus. According to the nineteenth century studies, Leibniz’s lingua characteristica was supposed to be a language with which the truths of science and the constitution of its concepts could be accurately expressed. I argue that this is exactly what the Begriffsschrift is: it is (...) a language, since, unlike calculi, its sentential expressions express truths, and it is a characteristic language, since the meaning of its complex expressions depend only on the meanings of their constituents and on the way they are put together. In fact it is in itself already a science composed in accordance with the Classical Model of Science. What makes the Begriffsschrift so special is that Frege is able to accomplish these goals with using only grammatical or syncategorematic terms and so has a medium with which he can try to show analyticity of the theorems of arithmetic. (shrink)

According to Nicholas Wolterstorff’s analysis, the biblical view of justice defends the inherent natural rights of the most vulnerable minorities. As homosexuals are such a vulnerable minority, he argues that church and state ought to recognize same-sex marriage. My aim is to critique Wolterstorff’s argument for failing to apply his own theory and to acknowledge the natural rights of children, who are the most vulnerable persons involved. By ignoring the natural law emphasis on the natural structures of marriage, such as (...) gender complementarity, he ends up undermining children’s natural right to know and be reared by their biological parents. (shrink)

In his Naming and Necessity, Saul Kripke puts forth a series of arguments against theories of proper names he calls Frege-Russell theories. As the title reveals, Kripke takes Gottlob Frege's theory of sense and Bedeutung to be a good representative of these theories. In this essay, I characterize how Frege might have answered Kripke. I agree with Kripke that presumably Frege thought that the sense of a proper name is the same as some definite description. I, however, question his assumption (...) that Frege's theory of proper names was a theory of meaning as he uses the term. I go even further and suggest that it is not so obvious that Frege thought, at least always, that the role of the concept of sense in his theory is a semantic concept at all. This constitutes the heart of my reconstruction of Frege's answer. I argue that this, together with Frege's conception of natural languages, would have allowed him to hold that the sense of a proper name may sometimes be the same as the sense of an indefinite or even a wrong description. This makes Frege's theory immune to Kripke's counter-arguments. (shrink)

This chapter begins with a discussion of Kant's theory of judgment-forms. It argues that it is not true in Kant's logic that assertoric or apodeictic judgments imply problematic ones, in the manner in which necessity and truth imply possibility in even the weakest systems of modern modal logic. The chapter then discusses theories of judgment-form after Kant, the theory of quantification, Frege's Begriffsschrift, C. I. Lewis and the beginnings of modern modal logic, the proof-theoretic approach to modal logic, possible world (...) semantics, correspondence theory, and modality and quantification. (shrink)

The German philosopher Max Scheler defines the human person as a value-oriented act structure. Since a person is ideally a free being with open possibilities, the aim of education is to help human beings develop their potential in various directions. At the centre of Scheler's educational philosophy is the idea of all-round education, which aims towards a developed capacity for assessment, an ability to make choices and an ability to focus on the objective nature of things.

This book describes and analyzes the levels of experience that long-distance running produces. It looks at the kinds of experiences caused by long-distance running, the dimensions contained in these experiences, and their effects on the subjective life-world and well-being of an individual. Taking a philosophical approach, the analysis presented in this book is founded on Maurice Merleau-Ponty's phenomenology of the body and Martin Heidegger's fundamental ontology. Running is a versatile form of physical exercise which does not reveal all of its (...) dimensions at once. These dimensions escape the eye and are not revealed to the runner conceptually, but rather as sensations and emotions. Instead of concentrating on conceptual analysis, this book explores the emotions and experiences and examines the meaning that running has in runners' lives. Using the participative method, in which the author is both the research subject and the researcher, the book contributes to the philosophy of physical exercise. The research made by Koski is exceptional, and not only because of the topic itself, which also is out of the ordinary. Koski has been fortunate to discover a topic which offers immensely great opportunities to explore and present basic human philosophical themes in a new, fascinating conceptual environment. Emeritus Prof. Lauri Routila I don't know of anyone who has done this in English, certainly not to your depth. -- This project in unique, wonderful, and important Amby Burfoot. (shrink)

Name der Zeitschrift: Nordic Wittgenstein Review Jahrgang: 2 Heft: 1 Seiten: 107-130.

Gary Dann criticises my argument that democratic values education requires a moral realist framework. In this paper I argue that Dann's critique contains three basic confusions: (1) He assumes that moral realism necessarily implies evidentialism. (2) He assumes that moral realism gives priority to philosophical thinking as over against common sense reasoning. (3) He forgets that realism is primarily an ontological rather than an epistemological doctrine.

Most people encounter art images as digital reproductions on a computer screen instead of as originals in a museum or gallery. With the development of digital technologies, high-resolution artworks can be accessed anywhere and anytime by a large number of viewers. Since these digital images depict the same content and are attributed to the same artist as the original, it is often implicitly assumed that their aesthetic evaluation will be similar. When it comes to the digital reproductions of art, however, (...) it is also obvious that reproductions do differ from the originals in various aspects. Besides image quality, resolution, and format, the most obvious change is in the representation of color. The effects of subjectively varying surface-level image features on art evaluation have not been clearly assessed. To address this gap, we compare the evaluation of digital reproductions of 16 expressionist and impressionist paintings manipulated to have a high color saturation vs. a saturation similar to the original. We also investigate the impact of viewing time and expertise, two other aspects that may impact the perception of art in online contexts. Moreover, we link these dimensions to a recent model of aesthetic experience [the Vienna Integrated Model of Top-Down and Bottom-Up Processes in Art Perception ]. Results suggest that color saturation does not exert a major influence on liking. Cognitive and emotional aspects, however, are affected – to different extents for experts and laypersons. For laypersons, the increase in color saturation led to more positive assessments of an artwork, whereas it resulted in increased confusion for art experts. This insight is particularly important when it comes to reproducing artworks digitally. Depending on the intended use, increasing or decreasing the color saturation of the digitally reproduced image might be most appropriate. We conclude with a discussion of these findings and address the question of why empirical aesthetics requires more precise dimensions to better understand the subtle processes that take place in the perception of today’s digitally reproduced art environment. (shrink)

In an article discussing the means by which democratic values education is to be inculcated, Tapio Puolimatka argued that ‘it is possible to educate in democratic values in ways that foster the development of the rational and moral autonomy of children only within the moral realist context’. Examining in detail Puolimatka’s defence of moral realism, we will offer a Rortyan response to moral realism as well as a pragmatist account of democratic values education.

Le mot «milieu» est précieux pour souligner que les installations humaines – l’architecture, la ville – tiennent compte de leur environnement, naturel ou bâti. Avant de configurer «un monde», l’art humain configure un lieu et même l’élit et le transfigure en le métamorphosant, faisant de milieux donnés des «lieux» habitables voire mémorables aux multiples formes de délimitations, d’échanges et de devenir. La notion de milieu habité est mise en perspective et pensée en termes de limites, passages, liens et métamorphoses.

The aim of the present study was to investigate the effect of the “Visual Awareness Education Programme” developed to support the visual literacy skills of preschool children. The study group comprised 40 children (20 children in the experimental group and 20 children in the control group) attending preschool in the 2014–2015 school year. The pre-test post-test experimental model was used in the study. The “Visual Literacy Inventory for Preschool Children” and the “Children’s Visual Literacy Rating Inventory for Parents” were used (...) to determine visual literacy level of children. Study results revealed significant differences in favour of the experimental group children in the sub-dimensions and the post-test scores of the “Visual Literacy Inventory for Preschool Children” and the post-test scores of the “Children’s Visual Literacy Rating Inventory for Parents”. (shrink)

In _Opposition to Philosophy in Safavid Iran_ Ata Anzali and S.M. Hadi Gerami offer a critical edition of what is arguably the most erudite and extensive critique of philosophy from the Safavid period. The editors’ extensive introduction offers an in-depth analysis that places the work within the broader framework of Safavid intellectual and social history.

SummaryAn accurate framework for interpreting Kant's theory of knowledge must clearly distinguish between the six terms he uses to describe the various stages in the epistemological development of the‘object’of knowledge. Kant portrays the object transcendentally in the first Critique as passing from an unknowable‘thing in itself through the intermediate stage of being a‘transcendental object’, and finally attaining the ideal status of an‘appearance’. When the object is considered empirically, it passes through three corresponding stages: the‘phenomenon’is the real object as known in (...) experience, the‘negative noumenon’limits our knowledge to its intuitive manifestation, and the‘positive noumenon’is that aspect of the known object which remains ultimately transcendent. (shrink)

The introduction of the Diagnostic and statistical manual of mental disorders in May 2013 is being hailed as the biggest event in psychiatry in the last 10 years. In this paper I examine three important issues that arise from the new manual: Expanding nosology: Psychiatry has again broadened its nosology to include human experiences not previously under its purview . Consequence-based ethical concerns about this expansion are addressed, along with conceptual concerns about a confusion of “construct validity” and “conceptual validity” (...) and a failure to distinguish between “disorder” and “non disordered conditions for which we help people.” The role of claims about societal impact in changes in nosology: Several changes in the DSM-5 involved claims about societal impact in their rationales. This is due in part to a new online open comment period during DSM development. Examples include advancement of science, greater access to treatment, greater public awareness of condition, loss of identify or harm to those with removed disorders, stigmatization, offensiveness, etc. I identify and evaluate four importantly distinct ways in which claims about societal impact might operate in DSM development. Categorisation nosology to spectrum nosology: The move to “degrees of severity” of mental disorders, a major change for DSM-5, raises concerns about conceptual clarity and uniformity concerning what it means to have a severe form of a disorder, and ethical concerns about communication. (shrink)

Yaffe's handling of two general questions is assessed in this review. The first question is why mere attempts (as opposed to successful wrongdoing) should be made punishable in a well-conceived criminal code. The second question is how attempt liability should be conceived in such a code. As to the first question, Yaffe's nonsubstantive mode of answering it (in terms of his ) is contrasted to answers based on some more substantive desert-bases; Yaffe's own more substantive kind of answer (in terms (...) of a desert-base of ) is examined in light of the implication that the traditional requirements of trying and intending are mere proxies for faulty reason recognition and response as the basis for blaming and punishing attempts. As to the second question, Yaffe's analysis of trying in terms of a is examined in some detail. Canvassed here are the subquestions of: (1) whether appropriate assessibility by certain norms of rationality can give the nature of intending and thus of trying; (2) whether the externally de dicto intent requirements of criminal law statutes can easily be interpreted and applied by standard, extensional methods; (3) whether the distinctions between various kinds of elements within the content of intentions, can be justified ontologically or only practically; (4) whether actors necessarily intend results of their actions that are to other results that clearly are intended, and if not, whether such actors are nonetheless just as blameworthy for those results as if they did intend them; and (5) whether intention with respect to circumstance-elements differ (in either their psychology or in their moral effect) from beliefs with respect to such circumstance-elements. (shrink)

Problem: Mitterer's critique of the central argumentations of radical constructivists has been mostly neglected until today. The paper presents and evaluates his criticism and, in the second part, outlines a format of constructivism that tries to draw appropriate consequences. Solution: In his critique Mitterer explains why the radical constructivism represented above all by Maturana, Varela, von Glasersfeld or Roth still remains in a dualistic format. In his view Neurobiology is used in their writings as the indisputable basis for deriving far-reaching (...) epistemological consequences. Therefore constructivism evades self-application. To overcome this serious critique a different approach to constructivist thinking is sketched that operates without using any biological or psychological theories, tries to avoid dualism, and elaborates Mitterer's basic argument that the description of an object and the object under description are the same. Benefits: The paper shows what constructivism can learn from a serious critique and how it can be rewritten in a non-dualistic way. (shrink)

In this article I seek to explain Hegel’s significance to contemporary meta-ethics, in particular to Kantian constructivism. I argue that in the master–slave dialectic in the Phenomenology of Spirit , Hegel shows that self-consciousness and intersubjectivity arise at the same time. This point, I argue, shows that there is no problem with taking other people’s reasons to motivate us since reflection on our aims is necessarily also reflection on the needs of those around us. I further explore Hegel’s contribution to (...) the debate about internal and external reasons. I end by arguing that we should understand reasons as historically constructed in the sense that who counts as an intrinsic bearer of value changes over time. I thus argue that the struggle for recognition is in fact the beginning of the long march toward the idea of recognition and the Kantian kingdom of ends. This march, however, is driven by the need to overcome injustice as it is instantiated at the beginning of history by the master’s absolute domination of the slave. (shrink)

When faced with transgressions in their peer groups, children must navigate a series of situational cues (e.g., type of transgression, transgressor gender, transgressor intentionality) to evaluate the moral status of transgressions and to inform their subsequent behavior toward the transgressors. There is little research on which cues children prioritize when presented together, how reliance on these cues may be affected by certain biases (e.g., gender norms), or how the prioritization of these cues may change with age. To explore these questions, (...) 138 5- to 7-year-olds (younger children) and 8- to 10-year-olds (older children) evaluated a series of boy and girl characters who partook in physical or relational aggression with ambiguous or purposeful intent. Children were asked to provide sociomoral evaluations (i.e., acceptability, punishment, and intention attribution judgments) and social preferences. Transgressor gender only impacted children’s social preferences. Conversely, aggression form and transgressor intent shifted children’s sociomoral judgments: they were harsher toward physical transgressors with purposeful intent over those with ambiguous intent but made similar evaluations for relational transgressors regardless of intentionality. The present results suggest that gender is perhaps not uniformly relevant to children across all contexts, as other cues were prioritized for children’s sociomoral judgments. Since children likely have less familiarity with relational aggression compared to physical aggression, it follows that intent would only shift judgments about physical transgressors. This research provides insight about how children simultaneously navigate multiple cues in aggression contexts, which is likely reflective of their real-world experiences. (shrink)

Collective bargaining is the main vehicle for labour worldwide to negotiate wages, benefits, retirement policies, training and other terms of working with management in both the public and private sectors. Labour economists have long been active in modelling the relations between collective bargaining agreements, labour markets and social welfare conditions. This book presents a theoretical model of unions which offers a unified treatment of the centralisation of bargaining, the credibility of labour contracts, the unionisation of labour markets and the relative (...) bargaining power of the union. Tapio Palokangas develops the microfoundations of bargaining and examines collective bargaining interacting with public policy, investment and growth, and international trade and specialisation. In conclusion Professor Palokangas challenges the commonly held view that collective bargaining has a negative impact on economics welfare, and argues that with the existence of market failure, collective bargaining can be welfare enhancing. (shrink)

Unlike his other fictional works Blanchot’s 1953 narrative Celui qui ne m’accompagnait pas has received comparatively little attention. The reasons for this would seem to lie in the intense abstraction of his writing in this work, which is forbidding even by his own standards, but as I will show, this intensity can be understood as comprising a singular topography of the experience of writing. Blanchot’s narrative thereby becomes a very precise and concrete form of aesthetics, which can be usefully compared (...) to the understandings of melancholy developed by Benjamin and Adorno, but transposed into a more stringent modernist context. (shrink)

On the theory of meaning and reference (semantics) as interpretated by W.V. Quine; a study.