Pendant et juste après l’explosion de 1968, l’extrême droite, au moins dans ses publications, a réussi à reconvertir son obsession algérienne – de la « trahison » de l’Algérie français à la description des hommes Algériens comme une menace pour la France d’alors – dans l’élaboration de grilles d’analyse reposant sur un registre sexué et sexuel permettant de comprendre « Mai » : c’est-à-dire à la fois les événements eux-mêmes et la crise générale qui minait la France.

Shepard promotes the important view that evolution constructs cognitive mechanisms that work with internalized aspects of the structure of their environment. But what can this internalization mean? We contrast three views: Shepard's mirrors reflecting the world, Brunswik's lens inferring the world, and Simon 's scissors exploiting the world. We argue that Simon 's scissors metaphor is more appropriate for higher-order cognitive mechanisms and ask how far it can also be applied to perceptual tasks. [Barlow; Kubovy & Epstein; (...) class='Hi'>Shepard]. (shrink)

This Introduction has three sections, on "logical fatalism," "theological fatalism," and the problem of future contingents, respectively. In the first two sections, we focus on the crucial idea of "dependence" and the role it plays it fatalistic arguments. Arguably, the primary response to the problems of logical and theological fatalism invokes the claim that the relevant past truths or divine beliefs depend on what we do, and therefore needn't be held fixed when evaluating what we can do. We call the (...) sort of dependence needed for this response to be successful "dependence with a capital 'd'": Dependence. We consider different accounts of Dependence, especially the account implicit in the so-called "Ockhamist" response to the fatalistic arguments. Finally, we present the problem of future contingents: what could "ground" truths about the undetermined future? On the other hand, how could all such propositions fail to be true? (shrink)

This article offers a reading of the philosophies of Emmanuel Levinas and Theravada Buddhism across and through their differences in order to rethink an education that is committed to ‘negative capability’ and the sensibility to uncertainty that this entails. In fleshing this out, I first explore Buddhist ideas of impermanence, suffering and non-self, known as the three marks of existence, from the perspective of Theravada Buddhism. I explore in particular vipassana meditation's insistence on openness to the transient nature of experience (...) and self, and the notion of ‘encounter’ that is implied therein. I then interweave this with Levinas's notion of an ethics of alterity. I argue that taken in tandem, both provide the condition through which another kind of ethical sensibility can be developed—that is, one that is attuned to our encounters with the world. In conclusion, the article reflects on how this sensibility as ‘negative capability’ can re-inform an ethics of educational practices, which are by nature themselves necessarily involved with change and uncertainty. (shrink)

While theories of rationality and decision making typically adopt either a single-powertool perspective or a bag-of-tricks mentality, the research program of ecological rationality bridges these with a theoretically-driven account of when different heuristic decision mechanisms will work well. Here we described two ways to study how heuristics match their ecological setting: The bottom-up approach starts with psychologically plausible building blocks that are combined to create simple heuristics that fit specific environments. The top-down approach starts from the statistical problem facing the (...) organism and a set of principles, such as the bias– variance tradeoff, that can explain when and why heuristics work in uncertain environments, and then shows how effective heuristics can be built by biasing and simplifying more complex models. We conclude with challenges these approaches face in developing a psychologically realistic perspective on human rationality. (shrink)

This article explores the pedagogical, transformative aspects of education as a relation, viewing such transformation as occurring in the liminal space between body and spirit. In order to explore this liminal space more thoroughly, the article first outlines a case for why liminality is of educational and not only of pedagogical concern, building on James Conroy's notion of the liminal imagination and his emphasis on the importance of metaphor for calling our attention to the ontological spaces that make up educational (...) practice. I then use this metaphor both substantively and methodologically, offering a reading of Clarice Lispector's novel The Stream of Life as a performance of the liminal imagination in its attempt to put into focus the embodied and transcendent aspects of becoming, both of which I see as central to defining what is pedagogical about human existence. The article then turns to developing how different metaphors may be mobilised to signify the particularly relational quality of becoming, drawing on Luce Irigaray's work to explore more closely the corporeal and spiritual aspects of becoming in relation. I then turn my attention to a more fulsome discussion of the significance of approaching pedagogical relationships in education in this way and what this signifies for the teacher-student encounter in particular. (shrink)

This paper explores how touch is key to understanding education—not as an achievement or an instrument of acquisition, but as a process through which one becomes a subject capable of both living and leading a life that matters for ourselves and others. As a process, it is concerned with how we encounter things and others in the world and not solely with what we encounter. In particular, it argues that the dynamics of touch-as both a touching and being touched by-are (...) central for understanding educational encounters as sensory landscapes of contact. This paper turns first to Aristotle’s understanding of touch as central to life itself in order to contemplate how it is not merely one of the senses but signifies as the primary mode of all bodily contact with the world. This vital aspect will then be examined in relation to the specific ways bodies experience contact, through their membranes, morphological make up and their movements. Here, I draw on a number of philosophers and theorists, such as Maxine Sheets-Johnstone, Juhani Pallasmaa and Erin Manning, and a recent art installation The Boarding School by Sisters Hope to demonstrate how bodies matter to the very practices of education. I conclude with some thoughts on what morphologies, membranes and movements can specifically offer to a sensuous understanding of education. (shrink)

We analyze the logical form of the domain knowledge that grounds analogical inferences and generalizations from a single instance. The form of the assumptions which justify analogies is given schematically as the "determination rule", so called because it expresses the relation of one set of variables determining the values of another set. The determination relation is a logical generalization of the different types of dependency relations defined in database theory. Specifically, we define determination as a relation between schemata of first (...) order logic that have two kinds of free variables: (1) object variables and (2) what we call "polar" variables, which hold the place of truth values. Determination rules facilitate sound rule inference and valid conclusions projected by analogy from single instances, without implying what the conclusion should be prior to an inspection of the instance. They also provide a way to specify what information is sufficiently relevant to decide a question, prior to knowledge of the answer to the question. (shrink)

This paper explores the role of aesthetic judgements in mathematics by focussing on the relationship between the epistemic and aesthetic criteria employed in such judgements, and on the nature of the psychological experiences underpinning them. I claim that aesthetic judgements in mathematics are plausibly understood as expressions of what I will call ‘aesthetic-epistemic feelings’ that serve a genuine cognitive and epistemic function. I will then propose a naturalistic account of these feelings in terms of sub-personal processes of representing and assessing (...) the relation between cognitive processes and certain properties of the stimuli at which they are directed. (shrink)

In this paper I will argue that Professor Goodman was correct in thinking that there is a problem concerning counterfactual conditionals, but that it is somewhat different from the problem he thought it to be, and is one that is even more basic. I will also try to show that this problem is distinct from Hume's "problem" of induction, and that additional assumptions have to be made for counterfactual induction beyond those required for other kinds of induction.

Philosophers usually have been anxious to avoid solipsism. A large number of good and great philosophers have tried to refute it. Of course, these philosophers have not always had the same target in mind and, like everything else, solipsism over the centuries has become increasingly elusive and subtle. In this book I undertake to state the position in its most modern and what I take to be its most plausible form. At some points in the history of philosophy the solipsist (...) has been one who denied the existence of everything except himself or even the existence of everything except his own present sensations. At other times, the solipsist instead of doubting these things has merely insisted that there could be no good reason for believing in the existence of anything beyond one's own present sensations. Roughly, this doubt is aimed at reasons rather than at things. A solipsist of this sort appears in Santayana's Scepticism and Animal Faith. (shrink)

Interest has been revived in the creation of a "bill of rights" for Internet users. This paper analyzes users' rights into ten broad principles, as a basis for assessing what users regard as important and for comparing different multi-issue Internet policy proposals. Stability of the principles is demonstrated in an experimental survey, which also shows that freedoms of users to participate in the design and coding of platforms appear to be viewed as inessential relative to other rights. An analysis of (...) users' rights frameworks that have emerged over the past twenty years similarly shows that such proposals tend to leave out freedoms related to software platforms, as opposed to user data or public networks. Evaluating policy frameworks in a comparative analysis based on prior principles may help people to see what is missing and what is important as the future of the Internet continues to be debated. (shrink)

This essay (a revised version of my undergraduate honors thesis at Stanford) constructs a theory of analogy as it applies to argumentation and reasoning, especially as used in fields such as philosophy and law. The word analogy has been used in different senses, which the essay defines. The theory developed herein applies to analogia rationis, or analogical reasoning. Building on the framework of situation theory, a type of logical relation called determination is defined. This determination relation solves a puzzle about (...) analogy in the context of logical argument, namely, whether an analogous situation contributes anything logically over and above what could be inferred from the application of prior knowledge to a present situation. Scholars of reasoning have often claimed that analogical arguments are never logically valid, and that they therefore lack cogency. However, when the right type of determination structure exists, it is possible to prove that projecting a conclusion inferred by analogy onto the situation about which one is reasoning is both valid and non-redundant. Various other properties and consequences of the determination relation are also proven. Some analogical arguments are based on principles such as similarity, which are not logically valid. The theory therefore provides us with a way to distinguish between legitimate and illegitimate arguments. It also provides an alternative to procedures based on the assessment of similarity for constructing analogies in artificial intelligence systems. (shrink)

This paper argues that private property and rights assignment, especially as applied to communication infrastructure and information, should be informed by advances in both technology and our understanding of psychology. Current law in this area in the United States and many other jurisdictions is founded on assumptions about human behavior that have been shown not to hold empirically. A joint recognition of this fact, together with an understanding of what new technologies make possible, leads one to question basic assumptions about (...) how law is made and what laws we should have in a given area, if any. I begin by analyzing different aspects of U.S. law, from a high-level critique of law making to a critique of rights assignment for what I call 'simple nonrival goods.' I describe my understanding, as a non-lawyer with a background in psychology and computing, of the current conventions in U.S. law, consider the foundational assumptions that justify current conventions, describe advances in psychology and technology that call these conventions into question, and briefly note how the law might normatively change in this light. I then apply this general analysis to the question of domain name assignment by the Internet Corporation for Assigned Names and Numbers (ICANN). (shrink)

Divergent models applied to the chronology of Australian science leave us with two particular problems unresolved: was late-nineteenth-century science in this peripheral setting becoming more or less dependent on its British fountainhead, and what is the meaning of the reportedly narrow, utilitarian focus of ‘colonial science’? This paper argues that a complex interplay of imperial and local imperatives makes neat classification and periodization of Australia's scientific development a hazardous venture. Compounding the complexity is the nature of the relationship between science (...) and technology, a factor largely ignored in the historiography of Australian science. Contrary to common assumptions, an empirical focus on science-technology links suggests that scientific and technological dependencies were not running in parallel, but out of phase, with science as the laggard. Indeed, it appears that science in late-nineteenth-century Australia may have developed more from its interaction with technological systems than from its own internal dynamics. (shrink)

Abstract:Unable to produce scales of one-to-one in places or spaces, people interact as they develop common representations, actions, and objects. In places, they can point to connect representations and objects. Places may be small spaces, but spaces can contain places and even more variations. Unable to name each variation, actors and analysts create abstractions. They might use a part to represent the whole, with miles of track for railroads, kilowatt-hours for electric power, and barrels of oil for energy. Some treat (...) their representations as hegemonic, even true. However, dealing with social and material variations, actors and analysts represent, build, maintain, and repair combinations of cultures, economies, governments, and materials. Thus, railroads and power systems, like other technologies and infrastructures, do not design, build, or repair themselves. To resolve problems, people with relevant skillsets interact in places to create common representations, actions, and objects tying themselves and others together in spaces. (shrink)

This paper is a response to Troy Richardson’s Terence McLaughlin’s Lecture. In it, I discuss how Richardson provides a unique reading of relationality, drawing together technology studies, Indigenous Education and feminist philosophy of education. Seeking to walk with key ideas he develops, this response also points to a possible limitation in seeing Noddings ethic of care as part of a feminist relational ontology that can help inform new ways of understanding ‘machine learning’. In particular, I introduce the notion of worlding (...) as a way of complementing Richardson’s reading of relationality – a notion that has profound implications for pedagogical practice. (shrink)

The issue of Fitting Attitudes inherit the much-discussed ‘wrong kind of reason’ problem (WKR) that afflicts some accounts. The problem remained to attempts to give an account of FA is to specify the right kinds of reasons, to specify the right notion of fittingness. A number of solutions have been proposed to solve WKR. ‘Conceptual thesis’ about attitude formation and the ‘psychological thesis’. The text discusses both of it, raising some questions about them, but also wish to emphasize that the (...) understanding of FA that is supposed to lead to WKR is problematic. An important thing to be brought seems to be that, when applied to essentially contestable concepts, fitting attitude analyses, understood properly (i.e. without unwarranted presuppositions about the very value in dispute) will not result in WKR as conceived in the kinds of examples given earlier. Exploring the issue of Fitting Attitudes and giving to it an alternative account is the main goal of the present paper. Key words: fitting attitudes, contestable, concepts. (shrink)

Philosophers have long been interested in the various similarities and differences between perception and imagination. One of the most interesting purported differences is the relationship that attention bears to each. Colin McGinn (2004), especially, has provided a comprehensive discussion of these relations, pointing out that imagery, unlike perceptual experiences (percepts), essentially requires attention, presents no equivalent of the visual field for attention to explore, lacks saturation, and cannot provide new information about what is imagined. Moreover, McGinn and others have also (...) maintained that images, like percepts, are transparent. In this paper I will examine all of these claims, arguing first that there are few good reasons to accept the differences between imagery and perceptual experiences in respect of the role that attention is supposed to play in each, and secondly, that in any case the transparency claim is in tension with the other claims made about imagery. I conclude that the most salient difference between imagination and perception consists in the non-attributive phenomenology of the former. Finally, I turn briefly to some implications of this characteristic of imagining for the nature of pictorial depiction, arguing against the plausibility of accounts that attempt to explain it by appealing to the imagination. (shrink)