The enhancement of social inclusion is a key to maintaining cohesion in society and to foster the benefits of cultural diversity. Using insights from the Dual Identity Model with a special focus on active categorization, we develop an intervention to increase social inclusion. Our intervention encourages the participants to categorize on a superordinate level while being exposed to their own culture. Across a set of experiments, we test the efficacy of our intervention against control conditions on the effect of social (...) inclusion, measured by perceived social distance. Results show an increase in cultural closeness and provide preliminary support for the use of a DIM-based intervention to increase intercultural inclusion. (shrink)

In cognitive science, there is a tacit norm that phenomena such as cultural variation or synaesthesia are worthy examples of cognitive diversity that contribute to a better understanding of cognition, but that other forms of cognitive diversity (e.g., autism, attention deficit hyperactivity disorder/ADHD, and dyslexia) are primarily interesting only as examples of deficit, dysfunction, or impairment. This status quo is dehumanizing and holds back much-needed research. In contrast, the neurodiversity paradigm argues that such experiences are not necessarily deficits but rather (...) are natural reflections of biodiversity. Here, we propose that neurodiversity is an important topic for future research in cognitive science. We discuss why cognitive science has thus far failed to engage with neurodiversity, why this gap presents both ethical and scientific challenges for the field, and, crucially, why cognitive science will produce better theories of human cognition if the field engages with neurodiversity in the same way that it values other forms of cognitive diversity. Doing so will not only empower marginalized researchers but will also present an opportunity for cognitive science to benefit from the unique contributions of neurodivergent researchers and communities. (shrink)

During the 1980s many communities turned to grassroots activities to promote economic development, rather than relying on industrial recruitment strategies. We evaluate the characteristics of these projects, their benefits and costs, and obstacles they face in the development process. The data are drawn from a survey of more than one hundred communities in the United States. Self-development efforts do not appear to replace traditional rural economic development activities, but may complement them. Self-development activities produce a wide variety of jobs that (...) are taken primarily by local residents. The cost and availability of credit are major obstacles for self-development projects. Although self-development strategies should not be considered the primary economic development strategy for most rural communities, they do enable communities to build a more viable local economy. (shrink)

Le premier volume du Corpus of Mycenaean Inscriptions from Knossos est sorti de presse en 1986 ; le second sort cette année : trente-sept raccords de fragments ont été effectués dan· le premier volume depuis la fin de 1984 et le second contient soixante-dix raccords inédits ; le· auteurs les présentent et les commentent, comme ils l'avaient déjà fait pour les quarante-troi· raccords inédits de CoMIK I (BCH 110 [1986], p. 21-39).

We define the notion of a combinatorics of a first order structure, and a relation of covering between first order structures and propositional proof systems. Namely, a first order structure M combinatorially satisfies an L-sentence Φ iff Φ holds in all L-structures definable in M. The combinatorics Comb(M) of M is the set of all sentences combinatorially satisfied in M. Structure M covers a propositional proof system P iff M combinatorially satisfies all Φ for which the associated sequence of propositional (...) formulas 〈Φ〉 n , encoding that Φ holds in L-structures of size n, have polynomial size P-proofs. That is, Comb(M) contains all Φ feasibly verifiable in P. Finding M that covers P but does not combinatorially satisfy Φ thus gives a super polynomial lower bound for the size of P-proofs of 〈Φ〉 n . We show that any proof system admits a class of structures covering it; these structures are expansions of models of bounded arithmetic. We also give, using structures covering proof systems R * (log) and PC, new lower bounds for these systems that are not apparently amenable to other known methods. We define new type of propositional proof systems based on a combinatorics of (a class of) structures. (shrink)

This is an attempt to outline the range of problems that should be taken into account when studying the ethos of scholars. The author sets forth from an uncommon starting point. He does not construct “an ideal model of the ethos of the scholar”, neither is he concerned with the “pathology of academic life”. Such approaches are dubbed “normative-functional” by the author, and without implicating that they are methodologically implausible he refrains from using them due to the simple consideration that (...) they are unable to accommodate the “tragic component of the role” involved. He sets out to show that the scholars cannot avoid finding themselves in a conflict of values and norms that cannot be ordered using criteria commonly accepted in the academic circles or derived from the concept of the role or the ethos of the scholar. Scholars are exposed to a conflict between the norms accepted by the academic community and the norms accepted by other communities to which they belong. The article discusses the influence of contemporary changes in the organization of science – its dependence on the state, its subservience to the national goals or to the exigencies of other social groups. The author is not satisfied with the treatment of these problems by R. K. Merton, and he reviews various philosophical conceptions with the hope of finding a better answer. He seeks to conceptualize the role of the scholar in terms of the theories proposed by L. Petrażycki, A. Kępiński, I. Kant, M. Weber, K. Mannheim, P. Bourdieu, and others, but has to conclude that in none of these theories is it possible to remove the tragic element from the picture of ethically relevant decision-making. The author ends by saying that the possession of “social and moral competences” that overstep the boundaries of the scholar’s responsibility defined by his role and ethos is a necessary condition of the social fulfilment of that role. (shrink)

This is an attempt to outline the range of problems that should be taken into account when studying the ethos of scholars. The author sets forth from an uncommon starting point. He does not construct “an ideal model of the ethos of the scholar”, neither is he concerned with the “pathology of academic life”. Such approaches are dubbed “normative-functional” by the author, and without implicating that they are methodologically implausible he refrains from using them due to the simple consideration that (...) they are unable to accommodate the “tragic component of the role” involved. He sets out to show that the scholars cannot avoid finding themselves in a conflict of values and norms that cannot be ordered using criteria commonly accepted in the academic circles or derived from the concept of the role or the ethos of the scholar. Scholars are exposed to a conflict between the norms accepted by the academic community and the norms accepted by other communities to which they belong. The article discusses the influence of contemporary changes in the organization of science – its dependence on the state, its subservience to the national goals or to the exigencies of other social groups. The author is not satisfied with the treatment of these problems by R. K. Merton, and he reviews various philosophical conceptions with the hope of finding a better answer. He seeks to conceptualize the role of the scholar in terms of the theories proposed by L. Petrażycki, A. Kępiński, I. Kant, M. Weber, K. Mannheim, P. Bourdieu, and others, but has to conclude that in none of these theories is it possible to remove the tragic element from the picture of ethically relevant decision-making. The author ends by saying that the possession of “social and moral competences” that overstep the boundaries of the scholar’s responsibility defined by his role and ethos is a necessary condition of the social fulfilment of that role. (shrink)

. The classical Liar paradox is as follows We can construct several Liar-like paradoxes, for instance of meaninglesness: An additional principles: A is meaningful  A is meaningful; A is meaningful if and only if A is true or false; is not meaningful; is true  is not meaningful; Assume that is true; hence is not meaningful; but is meaningful as true; Assume that is false; hence is meaningful, but  jest meaningful and true; hence   is meaningful; hence (...)  is not meaningful; hence we return to the former case; Analogical paradoxes can be formulated for rationality, testability, etc. A general lesson: If a principle P establishes meaning of a predicate W referring to properties of sentences such that T-scheme is applicable, we can expect that the predicate in question can generate a Liar-like paradox. However, it does not mean that philosopher must resign from P. Generalizing the truth case P is formulated in ML and apply to items formulated in L. The only moral is that the criteria from L have to be supplemented by something else. (shrink)

This collection of essays reflects the wide range of David Pingree's expertise in the scientific texts of Ancient Mesopotamia, Greece, India, Persia, and the medieval Arabic, Hebrew and Latin traditions. Both theoretical aspects and the practical applications of the exact sciences-in time keeping, prediction of the future, and the operation of magic-are dealt with. The book includes several critical editions and translations of hitherto unknown or understudied texts, and a particular emphasis is on the diffusion of scientific learning from one (...) culture to another, and through time. Above all, the essays show the variety and sophistication of the exact sciences in non-Western societies in pre-modern times. (shrink)

Germany since 1990 has one of the strictest human embryo protection laws, yet according to the Stem Cell Act of 2002 allows, under strict conditions, the import and use of human embryonic stem cells (hESC) for high priority research goals. The author tries to show how this is taken to be coherent by the parliamentary majority (though not necessarily by the general public) in Germany. In doing so, he firstly looks into the chronicle of the debate in Germany showing its (...) different stages since 1999, then dwells upon the relation between the law and the role of ethics in this issue, and thirdly presents the two fundamentally different positions of the German debate, that is, that the human embryo created for IVF purposes is a human being and stands from its very beginnings under the constitutional principles of respect for, and protection of, human life versus the position that before being implanted the human embryo may become a human being and therefore belongs to the human species only potentially, so that its right to life protection may be assessable over against other high priority goals, such as research aiming at possible help for patients with life-endangering diseases. In spite of the Stem Cell Act of 2002, the debate of the German general public goes on, especially due to the recent EU 6th Research Framework Program which plans to also fund hESC research. (shrink)

Aktuelle bioethische Debatten werden vor allem von zwei Schwierigkeiten überschattet: zum einen von der Unklarheit des Begriffes menschlicher Autonomie. Hier geht es um individualethische Fragen, vor allem um Beginn und Ende menschlichen Lebens. Zum anderen bedroht die Verschiebung individueller Wissensträgerschaft zum anonymen Kollektivsubjekt angesichts einer zunehmenden Ökonomisierung des Gesundheitswesens das ärztliche Ethos des Helfens und Heilens. Diese und weitere konfliktgeladene Problemstellungen diskutiert Jan P. Beckmann in seinem neuen Buch.

INHALT: a. Besprechungen von J. P. Romangs Uber Willensfreiheit und Determinismus, 1835 - b. Anmerkungen zur [geplanten] 2. Auflage [des Lehrbuchs] der Religionswissenschaft - c. Materialien - d. Zur Athanasia - e. Zur Lebensbeschreibung - f. Herbarts System - g. Ein Vorschlag zur Vermeidung vieler Missverstandnisse in der Philosophie - h. Selbstanzeige der Wissenschaftslehre, 1837 - i. Skizze einer Anzeige der Logik fur die Freimuthigen Blatter - j. Uiber Hrn. Dr. und Prof. J. S. v. Drey Apologetik, 1838 - k. (...) Besprechung von J. A. Brunings Das Daseyn Gottes, 1838 - l. Einwurfe, die gegen Bolzano's Lehren bisher zum Vorschein gekommen, 1838 - m. Auseinandersetzung mit Notizen in Allgemeiner Religions- und Kirchenfreund und Kirchencorrespondent, 1839-1840 - n. Besprechung von M. Drobischs Neue Darstellung der Logik - o. Selbstanzeige von Prufung der Philosophie des seligen Georg Hermes, 1840 - p. Zur Biographie Stoppani's, 1848. (shrink)