The research presented in this paper was motivated by our aim to study a problem due to J. Bourgain [3]. The problem in question concerns the uniform boundedness of the classical separation rank of the elements of a separable compact set of the first Baire class. In the sequel we shall refer to these sets (separable or non-separable) as Rosenthal compacta and we shall denote by ∝(f) the separation rank of a real-valued functionfinB1(X), withXa Polish space. Notice that in [3], (...) Bourgain has provided a positive answer to this problem in the case ofKsatisfyingwithXa compact metric space. The key ingredient in Bourgain's approach is that whenever a sequence of continuous functions pointwise converges to a functionf, then the possible discontinuities of the limit function reflect a local ℓ1-structure to the sequence (fn)n. More precisely the complexity of this ℓ1-structure increases as the complexity of the discontinuities offdoes. This fruitful idea was extensively studied by several authors (c.f. [5], [7], [8]) and for an exposition of the related results we refer to [1]. It is worth mentioning that A.S. Kechris and A. Louveau have invented the rank rND(f) which permits the link between thec0-structure of a sequence (fn)nof uniformly bounded continuous functions and the discontinuities of its pointwise limit. Rosenthal'sc0-theorem [11] and thec0-index theorem [2] are consequences of this interaction.Passing to the case where either (fn)nare not continuous orXis a non-compact Polish space, this nice interaction is completely lost. (shrink)

This book examines the metaphysical issues regarding the powerful qualities view in all its various forms. The author also develops and defends his own version of the powerful qualities view, which he calls powerful categoricalism. In recent years, the powerful qualities view about the nature of properties has received considerable attention in the philosophical literature. The core tenet of the powerful qualities view is that properties are both dispositional and categorical/qualitative. Despite the increased popularity of the powerful qualities view, there (...) is no book-length presentation of the view in its distinct versions. The first part of this book analyzes the advantages and drawbacks of each version of the theory paying special attention to those difficulties that make it unstable and perhaps incomprehensible. In the second part, the author shows how a developed version of a dualist model for the origin of natural modality-according to which the specific behaviour of things in the world is the outcome of both the thin power properties have to be nomically relatable and certain nomic relations that determine properties' nomological role-can support an alternative understanding of the main tenet of the powerful qualities view. This part, in combination with the discussion of the difficulties of the other versions, not only defends the tenability of powerful categoricalism but also its superiority over the other extant versions. The Metaphysics of Powerful Qualities makes an original contribution to an ongoing debate in contemporary metaphysics. (shrink)

Panagiotis Kanellopoulos explores children's talk about musical thinking through the study of their reflections on their own improvised music. He accepts the possibility that children's discourse on music is the beginning of their philosophizing about music, an idea that is related to the larger issue of how to develop a music education perspective that gives voice to the learners and welcomes experimentation, constantly questioning the assumptions we bring as music educators. Based on particular examples of discussions with eight-year old (...) children he explores the development of their discourse, interpreting the meaning of their thinking, and illustrating how they put forward issues that although they begin from concrete particulars point to issues usually confined to abstract philosophical concerns. Children's reflective potential as well as their particular views has important educational implications. Discussions with the children about their work highlight interpretation and meaning-formation at the center of their experience as artists. And musical improvisation emerges as a source of genuine musical experiences and a core means for the creation of communities of practice, dialogue, and reflection. (shrink)

The Identity Theory of properties is an increasingly popular metaphysical view that aims to be a middle way between pure powerism and pure categoricalism. This paper’s goal is to highlight three major difficulties that IDT should address in order to be a plausible account of the nature of properties. First, although IDT needs a clear definition of the notion of qualitativity which is both adequate and compatible with the tenets of the theory, all the extant proposals fail to provide such (...) a definition. Second, the suggested definitions of qualitativity are characterised by a metaphysical ‘neutrality’ that threatens to trivialise the important metaphysical debate regarding the question whether properties confer by themselves dispositions on their bearers or need the ‘assistance’ of laws of nature to do that. Finally, none of the extant alternative understandings of the core identity-claim of IDT can adequately meet the objection that the claim in question is unintelligible. (shrink)

This paper aims to examine how specific aspects of Bakhtin's theoretical perspective might inform our understanding of improvisation. Moreover, it outlines the possible educational implications of such a perspective. Specifically, a sketch of a Bakhtinian conception of improvisation is proposed, a sketch which emphasizes the cultivation of an attitude of consciousness that leads to an understanding of improvised music making as an obligation to explore the unknown, to search for freedom through the responsibility to attend to the uniqueness of irrevocable (...) musical acts. Moreover, emphasis is given to the potential of improvisation to create a music-making context that counters monologic musical discourses, providing a site of resistance to fixity and closure. It is argued that improvisation is dialogic exactly because it creates a very special sense of interaction, which is characterized by unfinalizability and openness. At the same time, improvisation is in need of temporary finalizations which occur through the presence of the audience and the musicians' struggle to raise their minds 'above' their playing, looking at their music from outside and getting 'back in' again. It is hoped that such a perspective might provide the necessary theoretical tools for re-thinking the role of improvisation in music education. A Bakhtinian view on the experience of improvisation would, it is suggested, be educationally valuable exactly because it regards improvisation not as a problem-solving method but a problem-positing approach: as a musical practice that involves children and young people in the experiential pursuit of freedom and the understanding of the "ought" of imagining ways forward, countering monologue by allowing the flourishing of a polyphony of unmerged voices, constituting a distinctive chronotope which provides the possibility of an enactment of everyday living in musical terms. The decision to improvise marks the initiation of a search for a public musical space which is marked by the absence of fear, where exploration of musical freedom is pursued, where everything might happen but not anything goes. (shrink)

In his book Powers (2003), George Molnar argues against Dispositional Monism by presenting a posteriori reasons to believe in the existence of actual categorical features. In this paper I argue that either Molnar’s project is misdirected, since the properties he concentrates on are most possibly irrelevant for the debate between Dispositional Monism and Property Dualism, or, granted that the properties he chooses are indeed relevant, his arguments cannot prove that they are categorical without begging the question against Dispositional Monism.

Le saint et le héros sont plus que deux versions de la même figure qui s’adapterait en fonction du domaine de référence . En tirant profit entre autres des études récentes en psychologie de l’héroïcité et en psychologie de la religion, l’article examine les similitudes et les divergences entre le saint et le héros en les considérant comme deux figures anthropologiques avec des psychologies sous-jacentes spécifiques. Ces figures partagent évidemment des structures similaires et se renforcent mutuellement . Toutefois, les rapports (...) spécifiques que chacune de deux figures entretient avec une série des réalités obligent à envisager chaque modèle comme distinct voire par moments comme étant en partie aux antipodes de l’autre. (shrink)

This book explores the dispositional and categorical debates on the metaphysics of properties. It defends the view that all fundamental properties and relations are contingently categorical, while also examining alternative accounts of the nature of properties. Drawing upon both established research and the author's own investigation into the broader discipline of the metaphysics of science, this book provides a comprehensive study of the many views and opinions regarding a most debatable topic in contemporary metaphysics.

Do psychological perspectives constitute the only way through which the role of musical creativity in education can be addressed, researched and theorised? This essay attempts to offer an alternative view of musical creativity as a deeply social and political form of human praxis, by proposing a perspective rooted in the thought of the political philosopher and activist Cornelius Castoriadis (1922–1997). This is done in two steps. First, an attempt is made to place the pursuit of the concept of musical creativity (...) within a larger educational and societal context of conflicting trajectories that run through (a) Modernity and (b) Education. Then, I revisit the issue of educational value of improvising and composing through creating conceptual links between the process of music-making through improvisation and composition and the project of political autonomy as conceived by Castoriadis. By foregrounding instituting imaginary over instituted imaginary, improvising and composing become active processes of positing new legitimacies, and of creating a music-making context that searches for its own foundations. It is in and through creative musical praxis that we can think about issues of hierarchies, musical values, social dimensions of different music-making processes, our relationship to past values and to historical dimensions of music. By arguing that improvisation and composition might be seen as ways of positing the issue of political autonomy in musical terms, this paper emphasises the role of improvisation and composition as a mode of potentially transformative educational practice that may foster the development of critical consciousness, linking music education to a larger project of re-discovering and at the same time re-defining democracy. (shrink)

Self–other discrimination was investigated with point-light displays in which actions were presented with or without additional auditory information. Participants first executed different actions in time with music. In two subsequent experiments, they watched point-light displays of their own or another participant’s recorded actions, and were asked to identify the agent . Manipulations were applied to the visual information and to the auditory information . Results indicate that self-recognition was better than chance in all conditions and was highest when observing relatively (...) unconstrained patterns of movement. Auditory information did not increase accuracy even with the most ambiguous visual displays, suggesting that judgments of agent identity depend much more on motor cues than on auditory or audiovisual information. (shrink)

Most metaphysicians agree that powers can exist without being manifested. The main goal of this paper is to show that adherents of an unrestricted version of Dispositional Monism cannot provide a plausible metaphysical account of the difference between a situation in which a power-instance is not manifested and a situation in which a manifestation of that power-instance actually occurs unless they undermine their own view. To this end, two kinds of manifestation-relation are introduced and it is argued that dispositional monists (...) should appeal to the former in order to offer the required account. After defending the introduction of token-level-manifestation-relations against objections to their metaphysical robustness and explanatory non-redundancy, it is finally argued that their existence is incompatible with the core tenet of an unrestricted form of Dispositional Monism because they cannot be powers. (shrink)

This paper suggests a framework for re-thinking the relationships between power and knowledge in music education. Informed by Jacques Rancière’s notion of equality it explores how a dialectic between knowledge/mastery and ignorance/equality effects a rupture in the canonical relationships between knowledge and authority. Further, and based on a commentary of Alain Badiou, the paper explores the sense in which the Rancièrian perspective induces an understanding of equality as both a condition and a productive process: as a condition ignorance becomes the (...) radical root of the emergence of new knowledge; as a productive process it leads to the creation of a space where those who have been doomed to silence are able to appear. Following on from that, the paper explores how the supposition of equality might trigger the development of a “what if...?” attitude, transforming the pedagogic encounter to continuous exploration with the teacher starting by presupposing that she does not know anything until she and her student(s) begin building together, thus bringing students’ creative endeavors to the center of the music education encounter. This productive ignorance might have important consequences for how we think about notions of discipline and passionate engagement in music making, as well as music education’s relationships to music history and culture, remaining faithful to the aporetic dimension of music. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Music Education in an Age of Virtuality and Post-Truth by Paul WoodfordPanagiotis A. KanellopoulosPaul Woodford, Music Education in an Age of Virtuality and Post-Truth (New York, Routledge, 2018)This book is provocative. And challenging. It is written with passion, aiming to induce controversy. And with good reason. For we live in times when populism professes an illusionary sense of community, invoking a seemingly 'anti-systemic' but highly hypocritical, racist, and (...) sexist discourse;1 in times where "bullshitting"2 has advanced to the highest governmental levels in many countries; in times where "authoritarian neoliberal statism"3 becomes the new status quo, inducing a scandalous increase of economic inequalities, forcing large populations to live precarious lives; in times where privatization of educational services in the context of market-oriented practices impose restrictive and ultimately unjust politics of accountability and performativity;4 in times where instrumentalization of educational ends has taken the lead, assisted by a systematic co-option and misappropriation of notions such as excellence and creativity;5 in times, finally, where spaces that allow for "the sharing (out) of the incalculable,"6 forging unknown potentialities in education, life, and thought, are being destroyed. In such times, Paul Woodford has stepped in, reclaiming his right to speak uncompromisingly.Hannah Arendt has written that "[w]hen men [sic] are deprived of the public space--which is constituted by acting together and then fills of its own accord [End Page 108] with the events and stories that develop into history--they retreat into their freedom of thought."7 Woodford refuses to retreat. He writes as a public intellectual of the highest order, committed to upset and not please those in power. A great service that his latest book performs is that it speaks daringly, stirring a debate that helps us all to do away with fear. For as Bertrand Russell has aptly said quite a long time ago, "[I]f thought is to become the possession of many, not the privilege of the few, we must have done with fear. It is fear that holds men [sic] back."8Resisting the "melancholy of inner exile,"9 but not immune to possible accusations of left melancholy, understood as "a refusal to come to terms with the particular character of the present,"10 the author wrote a book that provokes music educators to actively think beyond their sealed and safe world of convictions that is based on ideology-free conceptions of music teaching. Estelle Jorgensen has long ago brought to our attention the urgency of this task: "in an era in which the mindset and political reality have changed dramatically, … there is an urgent need to revisit the political character of music education and the ways in which it needs to address the cultural issues of our day."11Along this pathway, Woodford's book encourages music educators to live and teach as public intellectuals, forging "a democratic purpose for music education"12 that acts against the "anachronistic and formalist conception of music that reduces music education to supply-side economics as children are conceived as either future professional musicians or consumers and not as citizens to be prepared in schools to participate intelligently in the political life of society."13 Woodford articulates a vision of music education "as preparation for adulthood and democratic and global citizenship."14 He strongly advocates an approach that balances performance and creativity-based experiences with a socio-historical study of the social, ideological, and cultural workings of different musics in a wide variety of contexts. He encourages music educators to teach "how music's structural properties and qualities contribute to the shaping of people's perceptions and understandings of themselves and their world,"15 "asking the who, what, when, where, how, to, with, or for whom, and, most importantly of all, why of music."16 He envisions a music classroom that exercises social criticism "directly and self-consciously"17 both through "learning how to make music"18 and through thinking about music. He sees this approach as a tool for raising students' consciousness. Woodford's ultimate vision of music education is one that casts it as a means for cultivating "a justice-oriented" approach... (shrink)

Dans la littérature ascétique, orgueil et humilité sont considérés comme la matrice, respectivement, de tous les vices et de toutes les vertus. En outre, travailler sur les autres vertus ainsi que sur l’humilité elle-même risque de nourrir l’orgueil. Le présent article confronte ces perspectives avec des recherches récentes en psychologie du comportement moral et de la personnalité qui ont investigué sur le narcissisme, l’estime de soi, la modestie et l’humilité. Il poursuit un triple objectif. Primo, examiner la pertinence des conceptions (...) de la littérature ascétique sur le caractère pluridimensionnel de l’orgueil et de l’humilité: rapport à soi, aux autres, et à Dieu. Secundo, examiner si la valorisation religieuse de l’humilité se traduit effectivement dans les attitudes et comportements des croyants par une modestie et une humilité plus grande. Tertio, proposer des pistes qui permettent d’envisager sereinement le combat spirituel contre l’orgueil de manière à éviter les vicissitudes qui lui sont inhérentes ou associées: narcissisme caché, déresponsabilisation, culpabilisme excessif, fausse humilité et compensation par un altruisme égoïste. (shrink)

The authors are focusing on the relation of migration and labour by discussing Michael Hardt and Antonio Negri’s « Empire » on the one hand, and Giorgio Agamben’s notion of Lager on the other. Migration, they argue, can be understood as a form of class struggle, in which demands for autonomy and self-determination find their spontaneous expression.

Is not trying to define uniqueness somehow an aberration? Any definition implies a determination and an expression ; how is it possible to determine that which resembles no other thing and to express something that has no other expression but its own? A definition is a general form of thinking, a form that includes a generality; the larger this generality, the more valuable the definition. Thus, how could we hope it to include the unique, which is so unlike everything else (...) that it cannot be contained in any generalization, and which, coinciding with the universal, breaks the particular/general relation? Since these two terms are not able to account for the unique, this one is not to be treated as a concept, but as an idea. Further, it is not too great an effort to recognize that the idea of the unique stems from the idea of the One. But who can define the One except by a tautology? (shrink)

v. 1. Revelation, redemption-salvation, time, and the triadic approach to the godhead -- v. 2. The concept of divinity.

Until recently, the powerful qualities view about properties has been effectively identified with the so-called identity theory. Yet, the difficulties that the latter faces (especially concerning the interpretation of its core claim that dispositionality and qualitativity are identical) have led some metaphysicians to propose (at least provisionally) new versions of the powerful qualities view. This paper discusses the prospects of three such versions: the compound view, the higher-order properties theory and the dual aspect account. It is argued that the compound (...) view is in fact property dualism in disguise, while the higher-order properties theory does not by itself provide a metaphysically convincing solution to Armstrong’s dilemma concerning the modal status of the relation between dispositionality and categoricality. Finally, it is argued that it is not clear whether the dual aspect account is distinct from identity theory and pure powerism. (shrink)

Previous research on religion and helping has left some questions unanswered. In the present study, participants expressed willingness to help groups of people in need, and this after having been religiously versus non-religiously stimulated. The activation of religious context increased the willingness to help, but only the homeless. Orthodox religious people tended to consider the targets responsible for their problem, an association partially mediated by the belief in a just world for other. Symbolic thinking was associated with willingness for helping, (...) an association partially mediated by the belief in ultimate justice. Results suggest a limited and conditional prosociality as a consequence of religion. (shrink)

Abstract:This paper argues that the neoliberal (mis)appropriation of artistic creativity that begins to have a serious impact on music education can be seen as the result of a reverse détournement, whereby the very terms that used to play a pivotal role in describing the anti-systemic, anti-commercial, unsettling, emancipatory qualities of artistic creativity are being used to legitimize a thoroughly economized conception of creativity. It is suggested that this reverse détournement shapes a notion of creativity that can be referred to as (...) subsumptive, a term that denotes the thorough instrumentalization of creativity that leads to a managerial approach to creative processes and practices. The paper identifies some of the main terms that have been sacrificed in the process of the neoliberal colonization of creativity, suggesting that we actively resist subsumptive creativity by molding a counter-hegemonic language that offers an alternative conceptual apparatus that might permit a conceptualization of creativity as subversive. Thus, it is suggested that instead of drawing on notions of flexibility and adaptability we explore the notion of nondeterminist plasticity of minds; instead of emphasizing uncertainty and risk-taking we choose to cultivate fearless exploration; in the place of notions of collaboration (that easily slips to networking) we emphasize dis-identification; instead of celebrating independence we engage with the notion of collectivity; instead of emphasizing learning how to anticipate future needs we choose to explore the merits of (temporary) withdrawal; instead of celebrating innovation we choose to explore practices of dismeasure; and instead of seeking ways to boost confidence, we explore the subversive potential of vulnerability. (shrink)

Conducting marine mammal research can raise several important ethical issues. For example, the continuation of whaling for commercial purposes despite the international moratorium provides opportunities for scientists to obtain data and tissue samples. In 2021 we analysed 35 peer-reviewed papers reporting research based on collaborations with Icelandic whalers. Results highlighted little consideration or understanding of the legal and ethical issues associated with the deliberate killing of whales amongst those researchers, funding bodies, universities and journals involved. Ethical statements were rarely provided. (...) Those that were written were incomplete. Whilst research using whaling data may seem acceptable to some, it often becomes hard to justify when subject to scrutiny by the media and the public. Thus, there is a particular danger of reputational harm for early career researchers who may become unwittingly involved in such activities. Here we also consider the broader variety of ethical issues raised by non-lethal research (both historical and recent) on marine mammals including tagging and biopsy. We discuss instances where study animals were harmed or even killed and where the public mistook tags for harpoons. Without clear guidelines, reviewers and journal editors are put in an impossible position when considering whether to reject papers on ethical grounds. We propose that for such studies, universities, funders, journals, and permit issuers must require ethical assessments and that journals more effectively implement their existing policies on publishing ethical statements. The professional marine mammal societies need to work together to produce modern ethical guidance. Such guidance should require transparency in the provenance of data and samples while including advice on law, welfare issues, involvement of local scientists, and offshoring. Furthermore, it should require appraisal of and justification for the absolute necessity of invasive procedures. As is already the case in biomedical disciplines, ethical statements should be required in marine mammal science. (shrink)

Hubris is a notion that has recently acquired special urgency, as it seems to express in the post-communist era the demands of justice during the tragic clash between governance and violence. This ethico-political notion deserves to be studied not only in ancient writings but in modern drama and thought as well. Nikos Kazantzakis' unduly neglected Capodistria (1944) dramatizes the dilemmas of civic action during the democratic constitution of a polity. A reading of this tragedy from the perspective of political theory (...) suggests ways in which the meaning of hubris in modernity may be better understood. (shrink)

This article discusses aesthetic counter-politics in the early 20th century through an examination of the idea of tragedy in culture and metaphysics.

My discussion will concern itself with mathematics, medicine and the possible relations between the two. It will be an exercise in logical analysis, a review of some sad, sad facts, and in some sense a promise of glad tidings. In short, it will be an effort to bring the immortal inhabitants of the mathematical heaven into harmonious relations with the mortal ills of man's vale of tears.As to the curious role of mathematics with respect to the natural sciences, several preliminary (...) observations insist on prompt consideration. It is a matter of common knowledge, for example, that mathematics is being constantly applied to physics. With great success, Galileo wedded the two in his study of motion down an inclined plane. The mathematics he used to describe the physical phenomenon involved the equation of a parabola. His daring genius thus got far beyond the conventional circles that were permitted to motion by theology. His courageous use of the then “higher mathematics” was followed by centuries of application of still higher and higher mathematics, till now a small army of mathematicians is busy almost exclusively with the problem of inventing or discovering new varieties of mathematics which could serve physics better and better. The mathematical physicist of to-day is a specialist, nine-tenths mathematician, one-tenth physicist, with the nine-tenths serving the one-tenth. (shrink)

This is an exposition of what the author calls ‘non-classical epistemology’ in close relationship with the emergence and development of quantum mechanics. Guiding the reader along the meandering routes taken by the theory’s founders, Plotnitsky unfolds a nuanced presentation of the so-called ‘Copenhagen spirit’ or, more precisely, of the ideas of his central hero, Niels Bohr, taken to their logical conclusion. -/- Bohr’s inception and elaboration of his concept of complementarity, in conflict with his nemesis, Einstein, and alongside the other (...) pioneers of the quantum revolution is meticulously laid out in a thought-provoking narrative, punctuated with references to philosophers ranging from Aristotle and Hegel to Nietzsche and Deleuze, and to modern ground-breaking mathematical approaches to quantum mechanics. -/- Plotnitsky repeatedly stresses that he offers only ‘an’ interpretation, one among many, and a minority view at that. Nevertheless, it can arguably be said to constitute a most coherent ... (shrink)

How can we be certain of what a physics theory is talking about and, at the same time, not have a clue what the theory is about? Yet, this seemingly nonsensical question lurks in the background since the advent of quantum physics and is intimately entangled with the cluster of issues constituting the raw material for philosophers of science striving to negotiate the so-called classical to quantum divide.The discourse of theoretical physics unfolds on two levels: the experimental and the mathematical. (...) It is based on the competent use of everyday language, significantly enriched with sharply defined concepts, in order to deploy necessary resources, to set up and faithfully describe an experimental procedure, and to unambiguously communicate its results. And it expresses in mathematical form properties, states, their interrelations and transformations in the context of an overall conceptual framework.The synthesis of the two levels of discourse, established through the co-evolution of phy .. (shrink)

What does it mean to be real? Could reality, taken in itself, have a sense? Or, can a reality different from and independent of any thinking possess sense? But if thinking were not of reality, would it still be able to be as such? Furthermore, is all genuine thinking in some sense unreal? The present essay addresses these issues. However, first of all, certain definitions are necessary, the most controversial being, undoubtedly, that of reality. Let us begin by trying to (...) establish the boundaries of the real, so as to be in a position to discover if there is some possibility of transcending them. (shrink)