The article presents a thought experiment aimed at indicating a possibility for thinking education beyond the logic of progress. In its first part, the argument reconstructs the entanglement of the modern idea of progress (as found in Francis Bacon and Comenius) and education, while tracking down the specific coupling of obedience and conquest at work. Through such an analysis a link between the ideas of progress and of emancipation is determined, which leads to the acknowledgement of the difficulty of the (...) task of imagining education outside of the logic of progress. In the second part an attempt is made to match this task by suggesting that when studying with a teacher, the logic of progress is deactivated. A phenomenological analysis of the practices involved in studying with a teacher points to a specific way of living together that such a collective study involves. This way of living together is formed by continual exercises in the humble equality realized through shared attention to something worthy of study: this stems from attentiveness to what exists, and it develops an attitude of care and respect for being as such. (shrink)

'What is real?' has been one of the key questions of philosophy since its beginning in antiquity. But it is not just a question that philosophers ask. This Very Short Introduction discusses what reality is by looking at a variety of arguments, theories, and thought-experiments from philosophy, physics, and cognitive science.

In this paper, we will propose an idea of education as conversations between friends on matters of common concern. In a scholarly and pedagogical climate of competition, testing and accountability, there seems to be little room for true pedagogical and scholarly conversation. What we aim to develop here, is a vocabulary that is able to capture some educational experiences that are being repressed in the current educational and academic discourse and practice. Starting from our own experiences as higher education workers, (...) we argue for a way of speaking about educational practices that focus on the matters of common concern that gather – and put into conversation - students and teachers. We call this conversation a studious discourse so as to distinguish it from other forms of conversation and outline a definition of the kinds of friendships that potentially revolve around this form of communication. We base our argument on a reading of Jürgen Oelkers and Martin Wagenschein’s pedagogical and didactical reflections and propose ultimately that education is not about the inner development of measurable skills or competences, but rather about becoming part of particular forms of communication about matters of common concern. (shrink)

This paper briefly discusses the relations between logic and metalogic in history. Metalogic is understood as a reflection on logic in its various senses, particularly sensu stricto (formal, mathematical) and sensu largo (formal logic plus semantic plus methodology of science). It is shown that metalogic in its contemporary understanding arose after mathematical logic had become a mature discipline. Special passage is devoted to metalogic in Poland. The last part of the paper discussed so-called logocentric predicament.

This paper investigates the basis arguments of so-called legal logic and their relation to logic in its standard meaning. There is no doubt that legal arguments belong to logic in the wide sense (sensu largo), but their reduction to schemes of formal logic (logica sensu stricto) is a controversial issue. It can be demonstrated that only some legal arguments fall under explicit rules of formal logic, that is, having a deductive character. Most such reasoning is fallible, and its correctness depends (...) on appealing to extra-logical principles taken from legal norms. For instance, if we say, “If it is permitted more, then it is permitted less” (argumentum a maiori ad minus), we assume that the concepts expressed by the words “more” and “less” are already defined. (shrink)

1. Die erste Hälfte des Kommentars, mit Ausnahme der Kapitel über die Weltseele.

The relevance of metamathematical researches for philosophy of math- ematics is an indubitable matter. In the paper I shall speak about impli- cations of metamathematics for general philosophy, especially for classical epistemological problems. Let us start with a historical observation con- cerning Hilbert's programme, the rst research programme in metamathe- matics as a separate study of formal systems. This programme was strongly in uence by epistemological considerations. In fact, Hilbert wanted to se- cure all classical mathematics against inconsistencies and this (...) aim had be achieved with the help of nitary consistency proof. Hilbert's claim is like the Cartesian project of reduction of all concepts to clarae et distinctae ideae. The epistemological commitment of original Hilbert's programme may be treated as a prelim- inary heuristic motivation for looking for epistemological implications of metamathematical results. It seems reasonable to examine in this respect three so-called limitative theorems: the rst Godel's incompleteness theo- rem , the second Godel's incom- pleteness theorem consistency of S, cannot be proved in S, providing that S is consistent) and Tarski's undenability theorem ; \S" stands for formal system containing elementary number theory. From the above-mentioned theorems we obtain an important, from philosophical point of view, conclusion: semantics of S cannot be expressed in S. Now, I shall present three applications of limitative theorems to the analysis of classical epistemological problems. (shrink)

The article explains the origins of European civilization in relation to Minoan (Cretan) civilization. In a synthetic form, it outlines phases of Minoan civilization (prepalatial, protopalatial, neopalatial, postpalatial). It also describes the circumstances and causes of the fall of Minoan civilization. It concludes with an outlook of the Minoan heritage.

Artykuł omawia genezę człowieka, istotę natury ludzkiej oraz wizję przyszłości ludzkości. W syntetyczny sposób przedstawia główne etapy procesu antropogenezy. Opisuje dwoistą naturę współczesnego człowieka. Artykuł odnosi się do pojawienia się Sztucznej Ogólnej Inteligencji jako wyzwania dla ludzkości.

ABSTRACT Our discussion addresses Benjamin’s antifascist education through the lens of aesthetic education and Herbert Marcuse’s aesthetic theory. While this theme is not explicitly discussed in Lewis’ book, we argue that it is essential for understanding the full political and educational potential of what he calls “the art of straying in the city”. Such straying is aesthetic in a twofold way: it allows for the city to be experienced as a massive work of art, and at the same time it (...) makes the one who strays an artist who creates herself as a work of art. This unique relation to the urban world is an antifascist and anticapitalist educational experience, as it becomes a politically creative catalyst for imagining another way of relating to self, others, and environment – a relation liberated from the imperatives of utility and profit. (shrink)

The article explains the origins of European civilization in relation to Minoan (Cretan) civilization. In a synthetic form, it outlines phases of Minoan civilization (prepalatial, protopalatial, neopalatial, postpalatial). It also describes the circumstances and causes of the fall of Minoan civilization. It concludes with an outlook of the Minoan heritage.

In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage : 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a society structured along the lines of knowledge distribution: the rights of possession (...) of and access to knowledge demand that ignorance is planned and executed as the condition of their establishment. In relation to thinking, ignorance appears differently. According to Rancière, the teacher's ignorance conditions the student's appearance as Anthropos, a being who can be asked: what do you think about it? Hence, we are dealing with the ambiguity of ignorance which seems to be both the criterion of social exclusion, and the condition of emancipation. Following this thread with reference to Heidegger's discourse on thinking, we would like to explore the possibility of comprehending knowledge and education beyond the relations of ownership and demands of productivity. Following Rancière, we may say that thinking—as displacing the notion of ignorance—stands in the position of “politics” and questions the ways knowledge societies are structured as “police orders” along the lines of knowledge possession and exclusion. (shrink)

It is an attempt to exemplify the style of Wierciński’s scientific approach. The first part (A. Zamojski) presents his concept of the peculiarity of the specific human nature which is polarized into the animal side versus the human potential. The second part (R. Stefański) describes the anthropological concept of ideological development with the focus on the notion of ideological control subsystem. The latter can be employed as a tool of surveying the internal consistency of social organizations.

This is a collection of essays about logic and its applications to various philosophical problems. In general, it is argued that logic constitutes an important device of philosophical analysis. Concerning the nature of logic the author defends the thesis that first-order logic is the logic. Among the philosophical problems to which logic is applied in the essays are: truth, consistency, realism, foundations of semantics, psychologism, undetermination of theories by empirical data, modalities, value concepts, identity, vagueness, God's existence, transcendentals, legal reasoning, (...) category mistakes, bivalence, the cognitive relation, and meaningfulness. (shrink)

In this article we focus on note taking as a practice that is fundamental to (higher) education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself (making her attentive and granting possibilities for self-transformation). Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself (...) be seen as a form of note taking and that both phenomena are not only closely related, but also that note making and lecturing consist of reciprocal operations. Studying on the basis of one’s notes comes down to the reverse operation the teacher had to perform when preparing her lessons. Moreover, thanks to making notes during a class students have a deeply embodied sense of what it means to generate and to construct new arguments and ideas. (shrink)

In this article we focus on note taking as a practice that is fundamental to education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself. Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself be seen as a form of note taking and (...) that both phenomena are not only closely related, but also that note making and lecturing consist of reciprocal operations. Studying on the basis of one’s notes comes down to the reverse operation the teacher had to perform when preparing her lessons. Moreover, thanks to making notes during a class students have a deeply embodied sense of what it means to generate and to construct new arguments and ideas. (shrink)

Summary This article focuses on the Tacitist thought shared by Justus Lipsius and Hugo Grotius. Contrary to what his later works might suggest, in the years before the Dutch political crisis of 1618, Grotius appears willing to look at history and contemporary politics in terms of the Tacitist and reason-of-state-based categories defined in Lipsius's political works. A specific Lipsian inspiration seems present in Grotius's Amsterdam address of 1616, and his analysis of the early Dutch Revolt in the Annales et Historiae (...) is determined by categories of thought which at the time were identified with Lipsius's intellectual legacy. (shrink)

The recent progress in the development of autonomous cars has seen ethical questions come to the forefront. In particular, life and death decisions regarding the behavior of self-driving cars in trolley dilemma situations are attracting widespread interest in the recent debate. In this essay we want to ask whether we should implement a mandatory ethics setting for the whole of society or, whether every driver should have the choice to select his own personal ethics setting. While the consensus view seems (...) to be that people would not be willing to use an automated car that might sacrifice themselves in a dilemma situation, we will defend the somewhat contra-intuitive claim that this would be nevertheless in their best interest. The reason is, simply put, that a PES regime would most likely result in a prisoner’s dilemma. (shrink)

Modern societies are characterized by a division of epistemic labor between laypeople and epistemic authorities. Authorities are often far more competent than laypeople and can thus, ideally, inform their beliefs. But how should laypeople rationally respond to an authority’s beliefs if they already have beliefs and reasons of their own concerning some subject matter? According to the standard view, the beliefs of epistemic authorities are just further, albeit weighty, pieces of evidence. In contrast, the Preemption View claims that, when one (...) discovers what an authority believes, it is not permissible to rely on any of one’s own reasons concerning the subject matter. The original version of this view, as proposed by Linda Zagzebski, has recently been severely criticized for recommending blind trust and for abandoning even minimal standards for critical thinking. In our paper, we defend a new version of the Preemption View—Defeatist Preemptionism—in a way that differs radically from Zagzebski’s. We argue that our view can be derived from certain widely accepted general epistemic principles. In particular, we claim that preemption can be identified as a special case of source sensitive defeat. Moreover, we argue that Defeatist Preemptionism does not lead to the undesirable consequences that critics ascribe to the Preemption View. The paper thus articulates the foundations and refinements of the Preemption View, such that it adequately captures the phenomenon of epistemic authority and the rational requirements related to it. (shrink)

It is a frequent assumption that—via superluminal information transfers—superluminal signals capable of enabling communication are necessarily exchanged in any quantum theory that posits hidden superluminal influences. However, does the presence of hidden superluminal influences automatically imply superluminal signalling and communication? The non-signalling theorem mediates the apparent conflict between quantum mechanics and the theory of special relativity. However, as a ‘no-go’ theorem there exist two opposing interpretations of the non-signalling constraint: foundational and operational. Concerning Bell’s theorem, we argue that Bell employed (...) both interpretations, and that he finally adopted the operational position which is associated often with ontological quantum theory, e.g., de Broglie–Bohm theory. This position we refer to as “effective non-signalling”. By contrast, associated with orthodox quantum mechanics is the foundational position referred to here as “axiomatic non-signalling”. In search of a decisive communication-theoretic criterion for differentiating between “axiomatic” and “effective” non-signalling, we employ the operational framework offered by Shannon’s mathematical theory of communication, whereby we distinguish between Shannon signals and non-Shannon signals. We find that an effective non-signalling theorem represents two sub-theorems: Non-transfer-control theorem, and Non-signification-control theorem. Employing NTC and NSC theorems, we report that effective, instead of axiomatic, non-signalling is entirely sufficient for prohibiting nonlocal communication. Effective non-signalling prevents the instantaneous, i.e., superluminal, transfer of message-encoded information through the controlled use—by a sender-receiver pair —of informationally-correlated detection events, e.g., in EPR-type experiments. An effective non-signalling theorem allows for nonlocal quantum information transfer yet—at the same time—effectively denies superluminal signalling and communication. (shrink)

The aim of this article is to look at an early 17th-century analysis of a prince’s management of an ‘agglomerate polity’ in order to obtain a view of its chief focuses, concerns, and terms of analysis. Four main types of issues appear (apart from Grotius’ general analysis of Philip’s person and policies, which are also discussed): 1. Acceptation and legitimacy of a prince who was perceived to ignore local customs, rights and interests of his various territories; 2. The king’s representatives (...) and intermediaries, their (mis)management of their task, or the King’s (mis)management of them; 3. The conflicting demands of international politics; 4. Controlling armies and the connected issue of financial resources. The ‘Tacitean’ mode of writing history was regarded as the most ‘true’ and ‘revealing’ historiography in Grotius’ time. However Tacitean perceptiveness and analysis were not about what historians today regard as deeper historical processes and causation (like those associated with the ‘philosophic’ histories from the Enlightenment onwards, e.g. in Edward Gibbon), but about understanding personal motives and (hidden) immediate causes and intentions behind particular events and decisions. This historic differences in historical explanation should be taken into account when judging the value of Grotius’ history of his own time. (shrink)

The purpose of this article is to show, by the example of Hugo Grotius's Annales et Historiae de rebus Belgicis (AH), that the nature and content of the concept of Tacitism (Tacitist, Tacitean) in the period around 1600 was markedly different from modern perceptions of the style and political purport of Tacitus's works. This gap between current and early-modern conceptions of Tacitus is important to bear in mind for intellectual historians dealing with early-modern intellectual currents such as Reason of State, (...) Neo-Stoicism, Tacitism, and others. This article first describes how the Tacitean style is characterised in literary criticism around 1600; then it explores the qualities of Hugo Grotius's imitation of Tacitus from the 17th-century perspective and from that of some main aspects of the present-day view of Tacitus. It concludes that Grotius's imitation shows Tacitus's style in a characteristically 17th-century mirror, in that it puts emphasis on Tacitean syntax, brevity and choice of words (the stylistic micro-level), as well as on political iudicium and Reason of State, but omits imitation of the narrative and structural qualities of Tacitus's composition, and their implications, which are central to modern interpretations. ☆ This article is part of the outcome of a research project on Grotius's Annales et Historiae conducted at the Radboud University Nijmegen in 2004–2008 with a VENI-grant from the Dutch research organisation NWO. I thank Corinna Vermeulen, Marc van der Poel, Hans Blom and HEI's anonymous referees for their comments on this piece. (shrink)

This book compiles and reviews the most prominent linguistic theories into a single source that serves as an essential reference for future solutions to one of the most important challenges of our age.

Students of Thomas Aquinas have so far lacked a comprehensive study of his doctrine of the transcendentals. This volume fills this lacuna, showing the fundamental character of the notions of being, one, true and good for his thought. The book inquires into the beginnings of the doctrine in the thirteenth century and explains the relation of the transcendental way of thought to Aquinas's conception of metaphysics. It analyzes 'Being', 'One', 'True', 'Good' and 'Beautiful' individually and discusses their importance for the (...) philosophical knowledge of God. Medieval Philosophy and the Transcendentals: The Case of Thomas Aquinas is intended as a contribution to the question 'What is philosophy in the Middle Ages?' It argues that the doctrine of the transcendentals is essential for understanding medieval philosophy. (shrink)

ABSTRACTIn this article, we argue that it is possible to approach teaching from a fully affirmative perspective: as an educational practice that has its own internal logic and intrinsic value. By analysing a fragment from one of the Leonard Bernstein’s Young People’s Concerts presented in this article as a teaching event, we show that when starting from an empirical example of teaching it is possible to distinguish principles and gestures that testify to an ontological dimension of teaching. This is possible, (...) however, only when a particular reading of this empirical material is applied. We call this an immanent reading, as opposed to a transcendent reading. It should be clear that this kind of inquiry we briefly demonstrate here is exactly a post-critical attempt to re-establish our affirmative relation with one of the most devalued, repressed, and neglected educational practice, namely teaching. (shrink)

This paper clarifies Merleau-Ponty’s original account of “higher-order” cognition as fundamentally embodied and enacted. Merleau-Ponty’s philosophy inspired theories that deemphasize overlaps between conceptual knowledge and motor intentionality or, on the contrary, focus exclusively on abstract thought. In contrast, this paper explores the link between Merleau-Ponty’s account of motor intentionality and his interpretations of our capacity to understand and interact productively with cultural symbolic systems. I develop my interpretation based on Merleau-Ponty’s analysis of two neuropathological modifications of motor intentionality, the case (...) of the brain-injured war veteran Schneider, and a neurological disorder known as Gerstmann’s syndrome. Building on my analysis of Schneider’s sensorimotor compensatory performances in relation to his limitations in the domains of algebra, geometry, and language usage, I demonstrate a strong continuity between the sense of embodiment and enaction at all these levels. Based on Merleau-Ponty’s interpretations, I argue that “higher-order” cognition is impaired in Schneider insofar as his injury limits his sensorimotor capacity to dynamically produce comparatively more complex differentiations of any given phenomenal structure. I then show how Merleau-Ponty develops and specifies his interpretation of Schneider’s intellectual difficulties in relation to the ambiguous role of the body, and in particular the hand, in Gerstmann’s syndrome. I explain how Merleau-Ponty defends the idea that sensorimotor and quasi-representational cognition are mutually irreducible, while maintaining that symbol-based cognition is a fundamentally enactive and embodied process. (shrink)

This book provides for the first time a complete history of the doctrine of the transcendentals and shows its importance for the understanding of philosophy in the Middle Ages.