During the last decades, the psychology of reasoning has identified experimentally many fallacies committed by spontaneous reasoners. Given these experimental results, some theories have been developed about this phenomenon, mainly algorithmic theories. This paper develops instead a computational modelling of these current fallacies which appear as simplifications in the treatment of information that do not respect the formal rules of classical propositional logic. These fallacies are explained as crushes in the Klein group structure and so, in squares of opposition. These (...) crushes are an effect of not to take into account the dual of the binary operator at work in the major premise of the inference. This analysis allows predictions on fallacies not identified before, which are fallacies produced when reasoning with incompatibilities. The paper concludes with consequences of the analysis on pedagogical strategies for the teaching of logic. (shrink)

Mouse pre‐implantation development appears to be under the control of paracrine and autocrine growth factors. The epithelium of the oviduct and the uterus together, with the population of macrophages and lymphocytes present in the reproductive tract from the onset of pregnancy, are thought to be the major sources of paracrine growth factors targeted to the developing embryos. Some of the growth factors are synthesized by both uterine epithelial cells and activated lympho‐hematopoietic cells, suggesting a partial overlap of the regulatory signals (...) used by the reproductive and lympho‐hematopoietic systems. Such growth factors may be the long sought‐after mediators of the synchrony between the pre‐implantation embryo and the sex‐steroid hormone‐induced changes in the uterus. (shrink)

Jeffery Aubin,Serge Cazelais,Marie Chantal,Julio Cesar Dias Chaves,Cathelyne Duchesne,Steve Johnston,Louis Painchaud,Paul-Hubert Poirier,Tuomas Rasimus,Gaëlle Rioual,Maryse Robert,Eric Crégheur.

Many theories about the teaching of logic and critical thinking take for granted that theoretical learning, the learning of formal rules for example, and its practical application are sufficient to master the tools taught and to take the habit of using them. However, this way of teaching is not efficient, a conclusion supported by much work in cognitive science. Approaching cognition evolutionarily with dual-process theories allows for an explanation of these insufficiencies and offers clues on how we could teach critical (...) thinking and logic more efficiently. In this article, we want to present this approach and explore these leads in order to make some pedagogical recommendations and lay the foundations of a framework. We will put forward an example of the application of this research program with philosophy for children. (shrink)

Plusieurs théories de l’enseignement de la logique et de la pensée critique prennent pour acquis que l’apprentissage théorique, celui des règles formelles par exemple, et son application pratique sont suffisants pour maîtriser les outils enseignés et pour prendre l’habitude de les mettre en usage. Toutefois, tout indique que cet enseignement n’est pas efficace, une conclusion supportée par plusieurs travaux en sciences cognitives. Approcher l’étude de la cognition évolutionnairement avec les théories à processus duaux permet une explication de ces insuffisances, tout (...) en offrant des pistes pour aborder l’enseignement de la pensée critique et de la logique de manière plus efficace. Dans cet article, nous souhaitons présenter cette approche et explorer ces pistes de solution afin de faire quelques recommandations pédagogiques et mettre en place un cadre théorique. Nous présenterons un exemple d’application de ce programme de recherche avec la philosophie pour enfants.Many theories about the teaching of logic and critical thinking take for granted that theoretical learning, the learning of formal rules for example, and its practical application are sufficient to master the tools taught and to take the habit of using them. However, this way of teaching is not efficient, a conclusion supported by much work in cognitive science. Approaching cognition evolutionarily with dual-process theories allows for an explanation of these insufficiencies and offers clues on how we could teach critical thinking and logic more efficiently. In this article, we want to present this approach and explore these leads in order to make some pedagogical recommendations and lay the foundations of a framework. We will put forward an example of the application of this research program with philosophy for children. (shrink)

Très ambitieuse, l'entreprise épistémologique exposée dans ce livre «est générale et non régionale, descriptive plutôt que normative, décrit le savoir par des modèles structuralistes logico-diachroniques, et s'appuie sur une théorie matérialiste critique de la connaissance ». L'auteur entend couvrir toute l'histoire de la pensée, et il emprunte des concepts fondamentaux à Freud, Marx, Piaget, Barthes et Foucault, sans se priver cependant de modifier ces concepts de façon à les rendre intégrables dans la synthèse qu'il tente de réaliser.

Ce livre se propose de réaliser le projet ambitieux d'établir les fondements d'une épistémologie des nanotechnosciences. Il s'agit d'une analyse de philosophie des sciences portant sur cet objet nouveau et de grande importance scientifique, économique, politique et sociale. Cet ouvrage dresse un paysage détaillé des questions épistémologiques que posent les nanotechnosciences et cherche, chez les philosophes des sciences qui proposent des théories du changement scientifique, les moyens de répondre à ces questions. Compte tenu des conclusions de Guèye selon lesquelles aucune (...) des théories philosophiques actuelles ne répond vraiment aux questions épistémologiques soulevées par l'avènement des « nanotechnologies », il suggère quelques pistes pour dépasser les limites des épistémologies contemporaines, en s'appuyant sur la philosophie du langage d'Austin et sur la praxéologie de Denis Vernant. Dans cette contribution majeure au débat scientifique sur les nanotechnosciences, il procède à l'examen des principales théories philosophiques du changement scientifique dans le but de décider de leur capacité à prendre en charge les changements introduits par l'apparition des nouvelles technologies de « l'infiniment petit ». Ce projet philosophique tire son intérêt et sa pertinence du fait que l'apparition des « nanotechnologies » constitue un changement phénoménal, et qu'il est important de disposer d'une théorie du changement scientifique qui en rendît compte. Un autre thème majeur de ce livre est celui de la place de la recherche de la vérité dans les nanotechnosciences. Même s'il s'agit d'un thème trop vaste, Guèye l'affronte cependant sans détour dans ce livre. La problématique du rapport entre science et technologie y est abordée plus franchement. (shrink)

Nozick analyzes fundamental issues, such as the identity of the self, knowledge and skepticism, free will, the foundations of ethics, and the meaning of life.

1Neurology Department and Cyclotron Research Center, University of Lie`ge, Sart Tilman B30, 4000 Liege, Belgium 2Neurorehabilitation Medicine, Hoˆpital Caremeau, CHU Nıˆmes, 30029 Nıˆmes Cedex, France 3Department of Speech Therapy, Hospital Pitie´ Salpe´trie`re, Paris and French Association Locked in Syndrome (ALIS), 225 Bd Jean-Jaures, MBE 182, 92100 Boulogne-Billancourt, France 4Neurosciences et Syste`mes Sensoriels Unite´ Mixte de Recherche 5020, Universite´ Claude Bernard Lyon 1 – CNRS, 69007 Lyon, France 5Intensive Care Medicine, Hoˆpital Erasme, Universite´ Libre de Bruxelles, Route de Lennik 808, 1070 (...) Brussels, Belgium 6Anesthesiology, Reanimation and Pain Clinic, CHU University Hospital, Sart Tilman B33, 4000 Liege, Belgium 7German Association Locked in Syndrome LIS e.V., Evangelischen Krankenhaus Ko¨ningin Elisabeth Herzberge gGmbh (Lehrkrankenhaus der Charite´), Haus 30, Herzbergstrasse 79, 10365 Berlin, Germany 8Intensive Care Medicine, Centre Hospitalier Re´gional de la Citadelle, Boulevard du 12e de Ligne 1, 4000 Liege, Belgium 9Biomedical PET Unit, Hoˆpital Erasme, Universite´ Libre de Bruxelles, Route de Lennik 808, 1070 Brussels, Belgium.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Democracy in an Uncertain World:Expertise as a Provisional Response to VulnerabilityRobert Smid (bio)In the final chapter of American Immanence, Michael Hogue writes that "[r]ather than asking the foundationalist question of what epistemology is needed to ground or justify democracy, the pragmatist asks what epistemology democracy entails. What 'way of knowing' follows from, or is appropriate to, democracy as an associational ethos of vulnerable life?"1 While Hogue and I have (...) explored similar themes in our research on the promises and perils of democracy, this statement identifies a key difference in our respective approaches that has significant implications for the role that democracy can and should play in inquiry as well as for its potential to revolutionize civilization as we know it in the Anthropocene.In what follows, I raise three interrelated points that interrogate that difference. The first pertains to the role of foundations, provisional or otherwise, in Hogue's work, and results in a challenge to the special status seemingly given to democracy and a proposed inversion of the relation he poses between epistemology and democracy. The second pertains to the role of education in a democracy. This is a dimension of traditional pragmatist discourse on democracy that is conspicuously absent in Hogue's book, yet one that has significant implications for his argument. In this section, I will draw out the Deweyan strains of that discourse that appear to inform Hogue's work and contrast them with a Peircean take that yields notably different outcomes. The third point addresses the relation between democracy and sovereignty, a relation that Hogue explicitly eschews but that I will argue maintains some validity within democratic discourse, albeit in a more modest and provisional form. Finally, I draw these three points together in a conclusion that affirms much of Hogue's argument—including the profound vulnerability manifested by the Anthropocene and the need for more resilient forms of associated life—but assert that democracy is no less vulnerable than any other aspect of our uncertain world and therefore cannot be expected to possess within itself all that is necessary for its ongoing development. Building on the inversion of democracy and epistemology in the first section, the constitutive role of education in a [End Page 30] democracy as laid out in the second section, and the argument for a mitigated sovereignty in the third section, I argue that professional expertise provides an acceptable and necessary default when democratic structures fail.I. Provisional FoundationsAs a theopolitics rooted in religious naturalism, Hogue's understanding of democracy is one that is "embodied, relational, and vulnerable."2 That is, knowledge, meaning, and value all emerge out of and are conditioned by their social context, and shift according to the interests and needs of those who lay claim to them. Accordingly, Hogue's argument for democracy is that it is the way of life that allows for the broadest possible participation in such constructions, and which responds most effectively to the conditions of uncertainty and vulnerability surrounding them. It comes as no surprise, then, that his account of democracy is antifoundational, recognizing not only that all inquiry begins in medias res, but also that it emerges from a wide variety of media and that, while one goal of democratic discourse may be to chart a coherent path forward, both the media and the proposed paths are subject to change at any moment. Such antifoundationalism is a fairly standard commitment in pragmatist and process discourse, and thus relatively uncontroversial in its own right. It is worth noting, however, that being committed to antifoundationalism and actually being antifoundationalist in practice are often two very different things, our best efforts to the contrary notwithstanding.It is clear from Hogue's book that he resists any foundationalist epistemology, opting instead to derive his epistemology from democratic practice. As noted above, he asks "[w]hat 'way of knowing' follows from, or is appropriate to, democracy as an associational ethos of vulnerable life?"3 While it is possible that there is one epistemology that is best suited to democracy understood in this way, that epistemology would not, by his account, stand on its own foundation but be contingent on one... (shrink)

Robert Misrahi élabore une philosophie exigeante qui s'est toujours tenue à distance des modes traversant le champ intellectuel. Son propos est de définir les conditions d'accès de chacun et de tous à une existence heureuse. Mais le bonheur n'y est pas envisagé comme le résultat de simples techniques de développement personnel. Il est l'acte d'un sujet pleinement responsable de son existence, la prenant en charge, lui conférant du sens et se donnant les moyens de tracer son propre itinéraire. Connaître, (...) fonder, aimer, agir, créer sont les principales étapes qui jalonnent cet itinéraire. Ce livre s'ouvre par une série d'entretiens réalisés de janvier à juin 2011 : l'éthique, la liberté, le judaïsme, la jouissance d'être y sont, tour à tour, discutés. Il se poursuit par une présentation de concepts essentiels : la crise, le désir, l'existence, la réflexion. Ces concepts redéfinis par l'auteur constituent les pivots d'une philosophie originale et créatrice apte à relever les défis posés par notre modernité. (shrink)

This chapter addresses the relationship between Rorty's pragmatist philosophy and his view of literature and literary writing. It begins by examining the relationship between philosophy and literature, construed by Rorty in terms of the opposition between “normal,” professionalized, argument‐centered philosophical discourse and the kind of cultural criticism which emphasizes human finitude and contingency, seeking through the use of irony and literary inventiveness to transform our prevalent visions of what it means to be human. This humanist side of Rorty's argument is (...) further developed through the discussion of the role that literature plays in intellectual self‐formation and moral edification, by educating moral sensibility and providing transformational shifts of conceptual perspective. These dynamics of literary innovation are then shown to dovetail nicely with Rorty's naturalistic, evolutionary conception of cultural development as well as his views regarding the indispensable role of the personal, the private, and the unshared in producing genuine cultural innovation. (shrink)

Are mystical experiences primarily formed by the mystic's cultural background and concepts, as modern day "constructivists" maintain, or do mystics in some way transcend language, belief, and culturally conditioned expectations? Do mystical experiences differ in the different religious traditions, as "pluralists" contend, or are they identical across cultures? Twelve contributors here attempt to answer these questions through close examination of a particular form of mystical experience, "Pure Consciousness"--the experience of being awake but devoid of intentional content for consciousness. The contributors (...) analyze pure consciousness and other mystical experiences from historical Hindu, Buddhist, Christian, and Jewish sources, as well as from modern mystics. They demonstrate that pure consciousness poses serious conceptual problems for a contructivist understanding of mysticism. Revealing the inconsistencies and inadequacies of current models, they make significant strides towards developing new models for the phenomenon of mysticism, breaking new ground for our understanding of mysticism and of human experience in general. (shrink)

From the ferment of recent debates about the intellectual virtues, Roberts and Wood develop an approach they call 'regulative epistemology', exploring the connection between knowledge and intellectual virtue. In the course of their argument they analyse particular virtues of intellectual life - such as courage, generosity, and humility - in detail.

It is a near truism of philosophy of language that sentences are prior to words--that they are the only things that fundamentally have meaning. Robert's Stainton's study interrogates this idea, drawing on a wide body of evidence to argue that speakers can and do use mere words, not sentences, to communicate complex thoughts.

In this book, Robert Sokolowski argues that being a person means to be involved with truth. He shows that human reason is established by syntactic composition in language, pictures, and actions and that we understand things when they are presented to us through syntax. Sokolowski highlights the role of the spoken word in human reason and examines the bodily and neurological basis for human experience. Drawing on Husserl and Aristotle, as well as Aquinas and Henry James, Sokolowski here employs (...) phenomenology in a highly original way in order to clarify what we are as human agents. (shrink)

Winner of the 1975 National Book Award, this brilliant and widely acclaimed book is a powerful philosophical challenge to the most widely held political and social positions of our age--liberal, socialist, and conservative.

En 1517, il y a cinq cents ans, la réforme de Luther fracture l'Europe. La même année, les conquistadores espagnols s'en prennent au Mexique, qu'ils colonisent et christianisent. Ils y introduisent aussi notre façon d'écrire l'histoire. Les vainqueurs ignorent tout des sociétés indigènes. Or pour imposer leur loi, ils doivent impérativement connaître les coutumes et donc le passé des vaincus. Mais que sont l'histoire et le temps dans l'esprit des Indiens? Le temps n'est pas encore une valeur universelle. Comment les (...) Espagnols formatés dans une Europe chrétienne où l'histoire est chronologique et orientée auraient-ils pu concevoir et accepter la cosmologie méso-américaine? Civilisés contre barbares? En quelques décennies, la machine à remonter le temps des envahisseurs s'emploie à capturer les mémoires des sociétés amérindiennes pour leur fabriquer un passé qui puisse être rattaché au patrimoine antique de la chrétienté. Du côté des Indiens, le souvenir de leur monde au sein duquel les êtres, les choses et les dieux étaient liés se dilue avec le passage des générations même si, dans les codex ou dans les mystérieux cantares, subsistent quelques pans secrets de leur mémoire. Serge Gruzinski propose ici une exploration inédite des débuts de l'expansion coloniale et nous explique comment, sur le terrain, religieux et Indiens se mettent à écrire l'histoire du monde. (shrink)