There is an aesthetic undercurrent traversing Deleuze's philosophy along confluent trajectories of Baruch Spinoza and Friedrich Nietzsche, which harbours untapped potentials and far-reaching consequences for contemporary discussions of art and architecture. According to this subterranean stream, aesthetic experience is generated, neither in ready-made mental faculties of a subject, nor in essential qualities of an object, but through affective interactions of a relational field. A cartographic inquiry of affective aesthetics constitutes the subject matter of this paper, beginning with a philosophical elaboration (...) that connects aesthetic theories of Spinoza, Nietzsche and Deleuze, evolving via a comparative analysis of aesthetic processes specific to Francis Bacon's artistic assemblages and Vogelkop bowerbirds' architectural constructs, and concluding with the possibility of a non-anthropocentric aesthetics. (shrink)

Any comprehensive interpretation of the "Theaetetus" has to provide answers to, among others, two very general questions concerning that dialogue: "What is Plato's relation to the problems faced in the "Theaetetus"?" and "What is the significance of the absence of the Forms from the discussion of the "Theaetetus", given their undoubted relevance to the topic of the dialogue, i.e. knowledge?" Predominantly, the answer given to the first question in the literature has been that the problems are those that Plato is (...) trying to tackle and the one to the second question, when it has been addressed at all, that the Forms are left out of the discussion because Plato no longer thought them relevant, either for having abandoned or seriously revised them, by the time of writing the "Theaetetus". In this study of the Wax Block and the Aviary models of judgment that occur in the second part of the "Theaetetus" as part of its discussion of the problem of false judgment, I argue that the problems faced there actually arise because of the neglect of Forms. The discussion of the second part is, I contend, carried out on a materialist ontology, an ontology assumed because it suits the definition of knowledge as true judgment which inaugurates that part of the dialogue, an ontology in no way subscribed to by Plato. The Wax Block is, I explain, a materialist model and fails in the case of judgments about numbers for treating them on a par with material subjects, ignoring their intelligible status. In particular, it fails to distinguish judging 5 and 7 to be 11 from judging 12 to be 11 because of its neglect of Forms; Plato would distinguish those judgments by distinguishing 5 and 7 from 12 with help from his part-whole analysis, to which the Forms are essential. (shrink)

Metamodernism, which is used synonymous with post-postmodernism or neo-modernism, has come forward in response to postmodernism and the emerged crises, instabilities, and uncertainties in all areas of this epoch. Metamodernism is a perspective situated epistemologically with modernism, ontologically between modernism and historically beyond modernism. It seeks an oscillation between modernism and postmodernism with mediating between them and responding to existing cultural modes. Thus, metamodernism is a paradigm beyond modernism and postmodernism, trying to explain today’s cultural and intellectual developments which are (...) not sufficiently criticized by modernism nor postmodernism. This paper questions and discusses the understanding of this paradigm and its reflections on education, school leadership, and schooling in the Nordic countries. By reviewing education related reports, survey reports, books and articles about these countries, comprehending their philosophy of education throughout the years, and analyzing the ongoing educational developments, the main notion of metamodernism and its influences on schooling, leadership implications, classroom activities and research in education are focused on this paper. (shrink)

Metamodernism, which is used synonymous with post-postmodernism or neo-modernism, has come forward in response to postmodernism and the emerged crises, instabilities, and uncertainties in all areas of this epoch. Metamodernism is a perspective situated epistemologically with modernism, ontologically between modernism and historically beyond modernism. It seeks an oscillation between modernism and postmodernism with mediating between them and responding to existing cultural modes. Thus, metamodernism is a paradigm beyond modernism and postmodernism, trying to explain today’s cultural and intellectual developments which are (...) not sufficiently criticized by modernism nor postmodernism. This paper questions and discusses the understanding of this paradigm and its reflections on education, school leadership, and schooling in the Nordic countries. By reviewing education related reports, survey reports, books and articles about these countries, comprehending their philosophy of education throughout the years, and analyzing the ongoing educational developments, the main notion of metamodernism and its influences on schooling, leadership implications, classroom activities and research in education are focused on this paper. (shrink)

Metamodernism, which is used synonymous with post-postmodernism or neo-modernism, has come forward in response to postmodernism and the emerged crises, instabilities, and uncertainties in all areas of this epoch. Metamodernism is a perspective situated epistemologically with modernism, ontologically between modernism and historically beyond modernism. It seeks an oscillation between modernism and postmodernism with mediating between them and responding to existing cultural modes. Thus, metamodernism is a paradigm beyond modernism and postmodernism, trying to explain today’s cultural and intellectual developments which are (...) not sufficiently criticized by modernism nor postmodernism. This paper questions and discusses the understanding of this paradigm and its reflections on education, school leadership, and schooling in the Nordic countries. By reviewing education related reports, survey reports, books and articles about these countries, comprehending their philosophy of education throughout the years, and analyzing the ongoing educational developments, the main notion of metamodernism and its influences on schooling, leadership implications, classroom activities and research in education are focused on this paper. (shrink)

Any comprehensive interpretation of the Theaetetus has to provide answers to, among others, two very general questions concerning that dialogue: "What is Plato's relation to the problems faced in the Theaetetus?" and "What is the significance of the absence of the Forms from the discussion of the Theaetetus, given their undoubted relevance to the topic of the dialogue, i.e. knowledge?" Predominantly, the answer given to the first question in the literature has been that the problems are those that Plato is (...) trying to tackle and the one to the second question, when it has been addressed at all, that the Forms are left out of the discussion because Plato no longer thought them relevant, either for having abandoned or seriously revised them, by the time of writing the Theaetetus. In this study of the Wax Block and the Aviary models of judgment that occur in the second part of the Theaetetus as part of its discussion of the problem of false judgment, I argue that the problems faced there actually arise because of the neglect of Forms. The discussion of the second part is, I contend, carried out on a materialist ontology, an ontology assumed because it suits the definition of knowledge as true judgment which inaugurates that part of the dialogue, an ontology in no way subscribed to by Plato. The Wax Block is, I explain, a materialist model and fails in the case of judgments about numbers for treating them on a par with material subjects, ignoring their intelligible status. In particular, it fails to distinguish judging 5 and 7 to be 11 from judging 12 to be 11 because of its neglect of Forms; Plato would distinguish those judgments by distinguishing 5 and 7 from 12 with help from his part-whole analysis, to which the Forms are essential. (shrink)

This dissertation is a study of Plato's Theaetetus . I argue that the Theaetetus is fundamentally an extended reductio of a radical materialist view---the view that the only things that there are perceptible, material particulars with no properties or relations. Based on evidence from the Sophist---the sequel dialogue to the Theaetetus---I show that, according to Plato, this radical materialism results from ignoring the intelligible Forms and the participation of things in them. The radical materialist ontology also implies a certain view (...) of judgments and statements, essentially the view that judging or stating is naming or identifying the thing that is judged or stated. ;I read the discussion of the thesis that knowledge is true judgment in the second part of the Theaetetus as, first illustrating difficulties that the radical materialist view gives rise to in explaining the possibility of false judgment, but then indicating how false judgment can occur on that view, only to show that the radical materialist cannot give an account of simple arithmetical mistakes on his assumptions. ;The third part of Theaetetus, dealing with the thesis that knowledge is true judgment with an account, concentrates on the implications of radical materialism for the unity and complexity of objects; the radical materialist cannot give an account of how there can be a whole with parts. He also cannot explain the possibility of systematic knowledge and expertise in a field, such as arithmetic or grammar, because of his commitment to the particularity of what there is, and therefore, of what is known. (shrink)

The COVID-19 pandemic provided an opportunity for management scholars to address large-scale and complex societal problems and strive for greater practical and policy impact. A brief overview of the most-cited work on COVID-19 reveals that, compared with their counterparts in other disciplines, leading management journals and professional associations lagged in providing a platform for high-impact research on COVID-19. To help management research play a more active role in responding to similar global challenges in the future, we propose an integrative framework (...) that emphasizes a phenomenon’s impact, the conditions that the phenomenon creates at multiple levels, and the responses of actors to such conditions, as well as the dynamic relationships and interactions among these actors. By shifting attention to phenomena and their overall impact, this framework can help scholars better position their work to address large-scale and complex problems and also to assess research for its contribution to generate impact beyond academia. (shrink)

Throughout its four centuries of Ottoman rule, Iraq remained a frontier of geographical, tribal, religious, economic and imperial boundaries. Iraq was an outlying region; it had a large Shi'i population; it remained a tribal and economically poor country; as a frontier region, it was vulnerable to invasion and peaceful penetration by foreign powers, Iran and Britain. The Ottoman central government expended considerable effort to overcoming these challenges, but proved unable to resolve them completely, and as a result, both its authority (...) and reform efforts were undermined. These obstacles to the Ottoman administration of the Iraqi provinces, due to Iraq's location in a frontier region, compounded by the government's inability to satisfy the conflicting desires and interests of those involved, presented a dilemma to the empire which it was unable to transcend. (shrink)

During the last decade, the ontogeny of tool making has received growing attention in the literature on tool-related behaviors. However, the cognitive demands underlying tool making are still not clearly understood. In this cross-sectional study of 52 Turkish preschool children from 3 to 6 years of age, the roles of executive function (response inhibition), ability to form hierarchical representations (hierarchical structuring), and social learning were investigated with the hook task previously used with children and animals. In this task, children needed (...) to bend a pipe cleaner to fetch a small bucket with a sticker out of a tall jar. This study replicated earlier findings that preschoolers have great difficulty in tool innovation. However, social learning facilitates tool making, especially after 5 years of age. Capacities to form hierarchical representations and to inhibit prepotent responses were significant positive predictors of tool making after social learning. (shrink)

Understanding the origins of human social cognition is a central challenge in contemporary science. In recent decades, the idea of a ‘Theory of Mind’ (ToM) has emerged as the most popular way of explaining unique features of human social cognition. This default view has been progressively undermined by research on ‘implicit’ ToM, which suggests that relevant precursor abilities may already be present in preverbal human infants and great apes. However, this area of research suffers from conceptual difficulties and empirical limitations, (...) including explanatory circularity, over-intellectualisation, and inconsistent empirical replication. Our article breaks new ground by adapting ‘script theory’ for application to both linguistic and non-linguistic agents. It thereby provides a new theoretical framework able to resolve the aforementioned issues, generate novel predictions, and provide a plausible account of how individuals make sense of the behaviour of others. Script theory is based on the premise that pre-verbal infants and great apes are capable of basic forms of agency-detection and non-mentalistic goal understanding, allowing individuals to form event-schemata that are then used to make sense of the behaviour of others. We show how script theory circumvents fundamental problems created by ToM-based frameworks, explains patterns of inconsistent replication, and offers important novel predictions regarding how humans and other animals understand and predict the behaviour of others. (shrink)

This paper presents an intuitive explanation about why and how Rawlsian Theory of Justice (Rawls in A theory of justice, Harvard University Press, Harvard, 1971) provides the foundations to a solution for algorithmic bias. The contribution of the paper is to discuss and show why Rawlsian ideas in their original form (e.g. the veil of ignorance, original position, and allowing inequalities that serve the worst-off) are relevant to operationalize fairness for algorithmic decision making. The paper also explains how this leads (...) to a specific MinMaxfairness solution, which addresses the basic challenges of algorithmic justice. We combine substantive elements of Rawlsian perspective with an intuitive explanation in order to provide accessible and practical insights. The goal is to propose and motivate why and how the MinMaxfairness solution derived from Rawlsian principles overcomes some of the current challenges for algorithmic bias and highlight the benefits provided when compared to other approaches. The paper presents and discusses the solution by building a bridge between the qualitative theoretical aspects and the quantitative technical approach. (shrink)

In this paper, we seek to answer two questions: (1) what does boardroom diversity stand for in the strategic management literature? And, (2) is there a significant relationship between boardroom diversity and corporate social performance. We first clarify the boardroom diversity concept, distinguishing between a structural diversity of boards and a demographic diversity in boards, and then we investigate its possible linkage to social performance in a sample of S&P500 firms. We find a significant relationship between diversity in boards and (...) social performance. This relationship is moderated by diversity of boards. Our results also reveal the effects of the specific variables that make up the diversity of boards and diversity in boards constructs. In particular, gender, and age have a significant effect on corporate social performance. Some important measurement issues are raised and discussed. (shrink)

Any comprehensive interpretation of the "Theaetetus" has to provide answers to, among others, two very general questions concerning that dialogue: "What is Plato's relation to the problems faced in the "Theaetetus"?" and "What is the significance of the absence of the Forms from the discussion of the "Theaetetus", given their undoubted relevance to the topic of the dialogue, i.e. knowledge?" Predominantly, the answer given to the first question in the literature has been that the problems are those that Plato is (...) trying to tackle and the one to the second question, when it has been addressed at all, that the Forms are left out of the discussion because Plato no longer thought them relevant, either for having abandoned or seriously revised them, by the time of writing the "Theaetetus". In this study of the Wax Block and the Aviary models of judgment that occur in the second part of the "Theaetetus" as part of its discussion of the problem of false judgment, I argue that the problems faced there actually arise because of the neglect of Forms. The discussion of the second part is, I contend, carried out on a materialist ontology, an ontology assumed because it suits the definition of knowledge as true judgment which inaugurates that part of the dialogue, an ontology in no way subscribed to by Plato. The Wax Block is, I explain, a materialist model and fails in the case of judgments about numbers for treating them on a par with material subjects, ignoring their intelligible status. In particular, it fails to distinguish judging 5 and 7 to be 11 from judging 12 to be 11 because of its neglect of Forms; Plato would distinguish those judgments by distinguishing 5 and 7 from 12 with help from his part-whole analysis, to which the Forms are essential. (shrink)

Tool making has been proposed as a key force in driving the complexity of human material culture. The ontogeny of tool‐related behaviors hinges on social, representational, and creative factors. In this study, we test the associations between these factors in development across two different cultures. Results of Study 1 with 5‐to‐6‐year‐old Turkish children in dyadic or individual settings show that tool making is facilitated by social interaction, hierarchical representation, and creative abilities. Results of a second explorative study comparing the Turkish (...) sample with a sample of 5‐to‐6‐year‐old children in New Zealand suggest that tool innovation might be affected by culture, and that the role of cognitive and creative factors diminishes through social interaction in tool making. (shrink)

Islamic scholars have specially focused on iʽjāz al-Qur’an, which expresses the universality of the Qur'an, its inaccessible superiority and the divine character and they tried to understand iʽjāz al-Qur’an within the environment they grew up and with the knowledge they have. Some of the scholars who are try understanding are the commentators belonging to the Ibāziyya sect, which was formed in the early period of Islamic history and continues to exist today. In this article, it is aimed to examine the (...) approaches of Ibāzī commentators to iʽjāz al-Qur’an. In addition, the purpose of the study is to determine iʽjāz, miracle and tahaddī in Ibâzî tafseers and in some Sunnī sources and to prepare the ground for the comparison of the views of both thought systems on these issues. As a result of the research, it has been understood that Ibāzī commentators have the same opinion that the Qur'an has challenged with its text and content, nothing like it will ever be created and that it is a valid miracle until the Day of Judgment. Moreover, it has been seen that the Ibāzī commentators and Sunni scholars have similar perspectives on iʽjāz al-Qur’an. The exception to this is the relationship established by Ettafeyyish, one of the Ibāzī commentators, between tahaddī and the creation of the Qur'an. The reason for the difference in their views can be explained by the influence of sec-tarian thought and similarity between the views of Ibazi and Sunni scholars, can be explained by their approach to the iʽjāz al-Qur’an with a transcendentalist (tanzihī) understanding and the by fact that their tafseer sources are the same. (shrink)

Firms use A/B testing, a methodology to compare two or more versions of ideas to see which one performs better, to decide on features of their digital products and services. Although A/B testing brings benefits, some A/B testing can lead to digital exploitation (i.e., appropriating resources from users to increase firms’ performance). We explicate why A/B testing can lead to digital exploitation, suggest mitigation options by establishing Institutional Review Boards, explicitly seeking users’ consent, and implementing incentive schemes, and conclude with (...) research directions on this topic. (shrink)