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These 13 papers try to clarify the nature of literary reference and to show that such reference is a feature of all interpretation. The essays divide into three categories: those delimiting types of reference and their interrelationships, those precising the nature of a particular type,and those concerning the role of reference in literary theory.

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Introspective knowledge by acquaintance is knowledge we have by being directly aware of our phenomenally conscious states. In this paper, I argue that introspective knowledge by acquaintance is a sui generis kind of knowledge: it is irreducible to any sort of propositional knowledge and is wholly constituted by a relationship of introspective acquaintance. My main argument is that this is the best explanation of some epistemic facts about phenomenal consciousness and introspection. In particular, it best explains the epistemic asymmetry between (...) a subject who has never had a certain phenomenal state and one who has. I also consider two theoretical objections to my claim: an objection from disunity and an objection from mysteriousness. I show that these objections can be answered and that introspective knowledge by acquaintance being sui generis remains a live option on the table. (shrink)

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The psychological reality of an inner awareness built into conscious experience has traditionally been a central element of philosophy of consciousness, from Aristotle, to Descartes, Brentano, the phenomenological tradition, and early and contemporary analytic philosophy. Its existence, however, has recently been called into question, especially by defenders of so-called transparency of experience and first-order representationalists about phenomenal consciousness. In this paper, I put forward a defense of inner awareness based on an argument from memory. Roughly, the idea is that since (...) we can only recall something if we were aware of it at the time of its occurrence, and since we can recall our own experiences, we must be aware of our own experiences at the time of their occurrence. The argument is far from new: it goes back to the Buddhist tradition and has been revived more recently in Buddhist Scholarship but also in contemporary analytic philosophy of mind, in particular by Uriah Kriegel. However, I believe that, since it is the best extant argument for inner awareness, it deserves more extensive treatment. My goal is to strengthen the memory argument by making some conceptual distinctions as to the exact thesis about inner awareness that the argument is supposed to support, considering different ways the argument may be reconstructed depending on the exact thesis to be supported, and defending the argument from a new objection, raised very recently by Daniel Stoljar. (shrink)

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Thick concepts, namely those concepts that describe and evaluate simultaneously, present a challenge to science. Since science does not have a monopoly on value judgments, what is responsible research involving such concepts? Using measurement of wellbeing as an example, we first present the options open to researchers wishing to study phenomena denoted by such concepts. We argue that while it is possible to treat these concepts as technical terms, or to make the relevant value judgment in-house, the responsible thing to (...) do, especially in the context of public policy, is to make this value judgment through a legitimate political process that includes all the stakeholders of this research. We then develop a participatory model of measurement based on the ideal of co-production. To show that this model is feasible and realistic, we illustrate it with a case study of co-production of a concept of thriving conducted by the authors in collaboration with a UK anti-poverty charity Turn2us. (shrink)

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Although research on epistemic injustice has focused on the effects of prejudice in epistemic exchanges, the account of prejudice that emerges in Fricker’s (2007) view is not completely clear. In particular, I claim that the epistemic role of prejudice in the structure of testimonial justification is still in need of a satisfactory explanation. What special epistemic power does prejudice exercise that prevents the speaker’s words from constituting evidence for the hearer’s belief? By clarifying this point, it will be possible to (...) address two more general issues concerning the nature of prejudice: its resistance to counterevidence and the steps involved in overcoming prejudice. I propose a hinge account of prejudice, based on the recent perspective of hinge epistemology, to help clarify these aspects. According to the hinge account, prejudices share a fundamental feature with hinges: they work as norms of evidential significance, and as such, they determine what can and cannot count as evidence for belief. (shrink)

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Domain extension in mathematics occurs whenever a given mathematical domain is augmented so as to include new elements. Manders argues that the advantages of important cases of domain extension are captured by the model-theoretic notions of existential closure and model completion. In the specific case of domain extension via ideal elements, I argue, Manders’s proposed explanation does not suffice. I then develop and formalize a different approach to domain extension based on Dedekind’s Habilitationsrede, to which Manders’s account is compared. I (...) conclude with an examination of three possible stances towards extensions via ideal elements. (shrink)

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The current dispute between causalists and simulationists in philosophy of memory has led to opposing attempts to characterize the relationship between memory and imagination. In a recent overview of this debate, Perrin and Michaelian have suggested that the dispute over the continuity between memory and imagination boils down to the question of whether a causal connection to a past event is necessary for remembering. By developing an argument based on an analogy to perception, I argue that this dispute should instead (...) be viewed as a dispute about the nature of the attitudes involved in remembering and imagining. The focus on attitudes, rather than on causal connections, suggests a new way of conceiving of the relationship between memory and imagination that has been overlooked in recent philosophy of memory. (shrink)

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Gender-inclusive language, such as the Swedish pronoun hen, may aid in breaking a binary notion of gender and avoid sexism. The present study followed the implementation of a gender-inclusive third-person pronoun singular in Swedish in two surveys with representative samples in 2015 and in 2018. The surveys comprised measures of attitudes toward, and use of, hen as well as possible predictors such as area of residence, age, preferred pronoun, political orientation, and interest in gender issues. Results showed that attitudes toward (...) hen became more positive and that use of hen increased between 2015 and 2018. About half of the population used hen in their communication in 2018, which is a 14-percentage-point increase from 2015. Younger age, she or hen as preferred pronoun, political left-wing orientation, and interest in gender issues predicted a more positive attitude and a more frequent use. Furthermore, the positive change between 2015 and 2018 was larger among younger people, indicating that hen will remain in the Swedish language. The present research is unique in that it follows a gender-fair language initiative during its implementation in representative samples, thereby providing insights for social movements aiming for gender-fair language. We also discuss the theoretical implications of a gender-inclusive pronoun in comparison with past studies on gender-fair language. (shrink)

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Here’s a plausible thought: we should make a promise only if we rationally believe that we will follow through. But if that’s right, and if it’s rational to believe only what our evidence supports, then it seems that we shouldn’t make promises to do things our evidence suggests that there’s a significant chance we don’t do – things that many others, or we ourselves, have set out and failed to do. Think: promises to stay faithful or to be on time (...) or to quit smoking. But surely that can’t be right! After all, these are some of our most important promises. This leaves us with a puzzle: either accept that sometimes it’s ok to promise against the evidence or accept that we shouldn’t be making many of our most important promises. This paper develops a response to this puzzle. Promising against the evidence turns out to be morally problematic across the board. But, upon closer inspection, it seems our evidence often does support the belief that we will do something that many others, or we ourselves, have set out and failed to do. When it does, promising is permissible. When it doesn’t, promising is not the right thing to do. (shrink)

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This paper applies the framework of epistemic injustice to the context of the asylum process, arguing that asylum seekers are typically at risk of this kind of injustice, which consists in their not being considered credible and not being listened to due to prejudices toward their social identity. More specifically, I address hermeneutical injustice in the adjudication of LGBTQ asylum claims, as well as the possibility of developing practices of hermeneutical justice in this context. I start with a general analysis (...) of epistemic injustice in the asylum process, examining the different ways in which stereotypes and prejudices hinder the process. Next, I focus on hermeneutical injustice in LGBTQ cases. In section 3, I expand on the possibility of developing hermeneutical justice in this context. Finally, I conclude by hinting at hinge epistemology as a feasible framework for research on hermeneutical injustice and justice, and at broader theoretical themes stimulated by this reflection. (shrink)

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We have been researching the distinctive ethical issues raised by what we have called “the reset period,” when non-Covid services resumed alongside the continuing pandemic in the UK. In this commen...

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Biosemiotics deals with the processes of signs in all dimensions of nature. Semiosis is the primary form of intelligence. Intelligent behaviour becomes immediately understandable in this approach because semiosis combines causality with the triadic structure of the semiotic sign. Intelligence is a process created in a given context. In the course of evolution organisms have learned to create increasingly sophisticated internal representations of external state. Semiosis is the precursor of the emergence of a feature we consider intelligence. Biosemiotics also draws (...) attention to the distributed intelligence, which relies on external semiotic scaffoldings as much as on the subject’s abilities and knowledge. (shrink)

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Can discussion with members of the public show philosophers where they have gone wrong? Leslie Cannold argues that it can in her 1995 paper ‘Women, Ectogenesis and Ethical Theory’, which investigates the ways in which women reason about abortion and ectogenesis. In her study, Cannold interviewed female non-philosophers. She divided her participants into separate ‘pro-life’ and ‘pro-choice’ groups and asked them to consider whether the availability of ectogenesis would change their views about the morality of dealing with an unwanted pregnancy. (...) The women in Cannold’s study gave responses that did not map onto the dominant tropes in the philosophical literature. Yet Cannold did not attempt to reason with her participants, and her engagement with the philosophical literature is oddly limited, focussing only on the pro-choice perspective. In this paper, I explore the question of whether Cannold is correct that philosophers’ reasoning about abortion is lacking in some way. I suggest that there are alternative conclusions to be drawn from the data she gathered and that a critical approach is necessary when attempting to undertake philosophy informed by empirical data. (shrink)

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Robert Hartman’s parallelism argument aims to show that resultant moral luck exists. The gist of the argument is this: because there is circumstantial moral luck in a particular circumstantial luck scenario and that scenario is analogous in important ways to a particular resultant luck scenario, the resultant luck scenario is plausibly an instance of resultant moral luck. I argue that there is a principled way of denying that circumstantial moral luck is present in the circumstantial luck scenario. Doing so is (...) not enough, however, to reject Hartman’s general analogical line of reasoning since an alternative parallelism argument based on a resultant luck scenario and a circumstantial luck scenario of another kind can be made. Nevertheless, I argue that the analogy between the circumstantial luck scenario and the resultant luck scenario in both the alternative parallelism argument and its original counterpart is too weak to support the claim that resultant moral luck is present in the resultant luck scenario. (shrink)

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According to evidentialism, what is epistemically rational to believe is determined by evidence alone. So, assuming that prejudiced beliefs are irrational, evidentialism entails that they must not be properly based on the evidence. Recently, philosophers have been interested in cases of beliefs that seem to undermine evidentialism: these are beliefs that seem both prejudiced (and, thus, irrational) and properly based on the evidence (and, thus, rational). In these cases, a believer has strong statistical evidence that most members of a social (...) group have some property and then comes to believe that an individual member of that social group will likely have that property. For example, a server at a restaurant has statistical evidence that most Black diners tip less than average and then comes to believe that a particular Black diner will likely tip less than average. The goal of this paper is to defend evidentialism from the challenge posed to it by beliefs like the server’s by developing a plausible evidentialist account that explains away these conflicting intuitions. (shrink)

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Is democracy necessarily bound to territorial spaces and boundaries, or can democratic processes and institutions dispense with territorial ties? To answer this question, which arises, for example, in debates about democracy beyond the state, this article reconstructs conceptions of territory influential in democratic theory, as well as in recent debates on transnational citizenship and territorial rights. It establishes the container-space, social-space, and place conceptions of territory, and negotiates a nuanced and multi-dimensional understanding of territorial spaces and boundaries and their relations (...) to democracy. Based on this conception, democracy does not necessarily depend on (a) territory. Neither, however, should this connection be dismissed lightly. Instead, proponents of both the preservation and the loosening of ties between democracy and territory need to answer two distinct, yet complementary questions concerning (1) the justification of territorial spaces and boundaries as social spaces, and (2) the functions they fulfil as container spaces. Exclusive place conceptions of territory, however, are not consistent with the proposed understanding of territory. In the final part, this article negotiates institutional perspectives for plural democratic spaces and boundaries by briefly reviewing theoretical sketches on democracy beyond the state, as well as developing constellations of nested political spaces within the European context. (shrink)

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Trigger warnings have been the flashpoints of many discussions in recent years. A prominent claim among those arguing against trigger warnings is what I will call the “coddling argument”, according to which trigger warnings coddle by allowing people to avoid ideas that they disagree with or find difficult. In this paper, I try to both make sense of and refute the coddling argument from a vice epistemological perspective. As I argue, CA is best understood as an expression of concern about (...) the encouragement of epistemic vices, specifically in higher education, which lead to people avoiding and closing themselves off from difficult or challenging topics. I argue that this is misguided: trigger warnings exist for people who need to be warned about certain contents because they already know about these issues. Demands for such warnings are usually made by those who have themselves experienced the difficult things defenders of CA purport they are trying to hide from. We do, however, need to take into account that trigger warnings might be misused by those who really do need to learn about topics that might be a trigger for others, and I will discuss how this issue could be addressed. (shrink)

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The idea that episodic memory is memory of particulars is prominent in philosophy. The particularity of remembering, as I will call it, has been taken for granted in most recent theorizing on the subject. This is because the classical causal theory of memory, which has been extremely influential in philosophy, is said to provide a straightforward account of particularity. But the causal theory has been criticized recently, in particular due to its inability to make sense of the constructive character of (...) remembering. In this paper, I argue that recent attempts to account for the constructive character of remembering have failed to account for its particularity. This is either because they depart in important senses from the classical causal theory’s account of mnemonic causation or because they give up on mnemonic causation altogether. I then proceed to consider the question of whether we should go back to the classical causal theory of memory to account for particularity. I argue that, despite the widespread idea that the classical causal theory offers a straightforward account of particularity, there are good reasons to reject it. The upshot is that philosophers of memory should consider alternative accounts of particularity that do not revolve around mnemonic causation. (shrink)

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The article presents the method of analytic description as applied in the theory of questions. This procedure, described by Tadeusz Czeżowski and broadly used in the Lvov-Warsaw School, is applied first of all at the pre-theoretic stage of research, namely to construct the conceptual scheme of a given discipline and to classify the objects of investigations. Ajdukiewicz’s theory of questions and its developments, in particular recent works of Adam Jonkisz, are presented as examples of the applications of this method. Analytic (...) description is contrasted with other procedures, which differ from it with respect to the empirical basis and theoretical perspective. On this background, differences between various currents in erotetic research as well as the sources of misunderstandings between the representatives of these currents are explained. (shrink)

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The article aims to determine how university professors critically perceive and evaluate information when interacting with the media sphere. The study's relevance is due to the insufficient elaboration of Russian teachers' attitude to the information in the media sphere, which is significant in developing students' critical thinking. The study analyzes theoretical sources and documents on critical thinking in the media sphere and the results of processing empirical data obtained from questioning teachers. The main measuring instrument is a questionnaire survey of (...) university professors with various lengths of service. The study involved 76 teachers from Ural Federal University named after the first President of Russia B.N. Yeltsin. Ural State Pedagogical University (Ekaterinburg, Russia). Linguistics University of Nizhny Novgorod (Nizhny Novgorod, Russia). The data obtained from the study of the teachers' attitude to the information content of the media sphere show a predominant critical attitude in assessing the reliability and availability of information on social networking platforms. This conclusion is important for personality traits that develop students' critical thinking. (shrink)

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Kazimierz Twardowski – einer der berühmtesten Schüler des Philosophen Franz Brentano und Gründer der philosophischen Lemberg-Warschauer Schule – verbrachte die ersten 30 Jahre seines Lebens in Wien. In dem Buch wird die prägende Wiener Periode (1866 – 1895) rekonstruiert und dabei der Versuch unternommen, die kulturelle und intellektuelle Atmosphäre der Jugendjahre Twardowskis lebendig werden zu lassen. Ferner werden seine Arbeiten der Wiener Jahre analysiert und untersucht, welchen Einfluss sie auf die reife Philosophie Twardowskis hatten.

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According to a widely shared generic conception of inferential justification—‘the standard conception’—an agent is inferentially justified in believing that p only if she has antecedently justified beliefs in all the non-redundant premises of a good argument for p. This conception tends to serve as the starting-point in contemporary debates about the nature and scope of inferential justification: as neutral common ground between various competing, more specific, conceptions. But it’s a deeply problematic starting-point. This paper explores three questions that haven’t been (...) given the attention they deserve, that complicate the application of the standard conception to cases, and that reveal it to be underspecified at the core—in ways that aren’t resolved but inherited by more specific (extant) versions of it. The goal isn’t to answer the questions, but to articulate them, explain what turns on them, and invite a critical re-examination of the standard conception. (shrink)

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Changes that occurred in science in the second half of the twentieth century, led to the emergence of a number of Sciences, the subject of study of which requires the involvement of interdisciplinary methodology and theory of neuroscience, for example, neurobiology, neurolinguistics, neuroanthropology, neurophilosophy, neurophenomenology, etc. One of the features of modern anthropology is that the subject of its research involves an interdisciplinary dialogue, the involvement of methods and theories of socio-human and natural Sciences, which led to the formation of (...) neuroanthropology as a science. One of the trends in the development of neuroanthropological theory is the introduction of biogenetic structuralism in the field of research. The article is devoted to the analysis of the biogenetic structuralism as an example of an interdisciplinary dialogue in which transpersonal and phenomenological approaches are integrated in neuroanthropology. Appeal to the main areas ofneuroanthropologic research allows going beyond the framework of Cartesian dualism and considering issues of the relationship between body and mind in terms of an integrative approach. The biogenetic structuralist neurophenomenological theory is of great importance as a theoretical and methodological basis for cross-cultural studies of consciousness. (shrink)

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The relationship between people and nature is one of the most important current issues of human survival. This circumstance makes it necessary to educate young people who are receptive to global challenges and ready to solve the urgent problems of our time. The purpose of the article is to analyze the experience of the environmental behavior of young people in the metropolis. The authors studied articles and monographs that contain Russian and international experience in the environmental behavior of citizens. The (...) following factors determine people’s behavior: the cognitive capabilities of people who determine the understanding and perception of nature and the value-affective component that determines the attitude towards nature. The next task of the study is surveying young people through an online survey and its analysis. The research was realized in Ekaterinburg, the administrative center of the Sverdlovsk region (Russia). The study of the current ecological situation in Ekaterinburg made it possible to conclude that the environmental problem arises not only and not simply as a problem of environmental pollution and other negative influences of human economic activity. This problem grows into transforming the spontaneous impact of society on nature into a consciously, purposefully, systematically developing harmonious interaction with it. The study results showed that, from the point of view of the youth of Ekaterinburg, the city’s ecological situation is one of the most pressing problems. Despite minor improvements over the past 3–5 years, this problem has not lost relevance, and regional authorities and city residents should be responsible for its solution. Young people know environmental practices, but they often do not apply them systematically. Ecological behavior is encouraged and discussed among friends/acquaintances. The key factors influencing the formation of environmental behavior practices are the mass media and social networks. The most popular social network for obtaining information on ecological practices among young people is Instagram, and the key persons are bloggers. This study did not reveal the influence of the socio-demographic characteristics of young people on the application of eco-behavior practices, which may indicate the need for a survey of a larger sample. (shrink)

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Introduction. The development of legal culture and a culture of human rights in the modern world through media technologies, is acquiring special significance in connection with the processes of globalization and the spread of media in recent decades. The purpose of the article is to study the prospects for the use of media education in the formation of the legal social culture and a culture of human rights. Materials and methods. Based on a study of domestic and foreign sources, issues (...) of media education, media literacy, spiritual and moral education, the legal culture of society, the phenomenon of post-truth and ways of forming critical, creative thinking are considered. The use of general scientific, philosophical, and socio-pedagogical methods has made it possible to study media education as a dialogue of learning, stimulating the development of rational, critical thinking, focused on the search for the value foundations of intellectual and social activity. Results. The development of the field of information and communication technologies determines the principles for the formation of the content and orientation of modern education. Media education is interlinked with the development of democracy and human rights. It influences the formation of a culture of citizen participation, their active social position, civic and political culture. Media education plays a significant role in shaping the legal culture of society since critical media research and information research focuses on the analysis of power structures and structures of dominance in the media. A study of the interpretations of the concepts of "media education" and "media literacy" made it possible to show that media education focuses a person on a critical approach to media content. One of the main issues of media education is teaching a person the skills to critically study media and media technologies, which involves addressing the technological, cultural and historical specifics of specific media used at a specific time and place. Information and communication technologies have changed the way of life, work, communication, and ways of selfpresentation, the formation of values, participation in socially significant events. Therefore, a critical approach to mass media should be based on knowledge of socio-philosophical theories, ethics and research in the field of mass media. Discussion. Mass media are constructing a history of human rights, which updates the topic of the media policy of human rights, combining socio-legal, cultural and media theories. Education in the field of acquiring information perception skills, the ability to correctly understand the importance of audiovisual images, to competently handle and navigate information flows are necessary for the life of a modern person in society. (shrink)

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The relevance of the study is due to the need to transform educational methods and technologies that can satisfy the cognitive, social, and emotional needs of people in the digital world. The modern education system is focused on the implementation of educational strategies that meet high ethical and technical standards. The purpose of the article is the study of humanization as the development direction of education in the digital age. The methodological basis of this study is an understanding of the (...) principle of humanization as combining the general cultural, social, moral, and professional development of an individual. It is shown that digital devices are an integral part of the identity of a modern person, which leads to the need to develop media literacy among students using media education. As part of the humanization of education in educational institutions, a direction is being implemented for organizing and implementing project activities. This instructional format involves the transformation of the role of participants in educational processes and the methods and technologies that are used for its implementation. The results prove that the goals of modern education are possible provided if the principles of humanization and individualization are implemented in the educational process. (shrink)

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I seek to re-approach the longstanding debate concerning the moral relevance of physical distance by emphasising the important distinction between evaluations of wrongdoing and evaluations of blameworthiness. Drawing in particular on Quality of Will accounts of blameworthiness, I argue that proximity can make an important difference to what qualifies as sufficient moral concern between strangers, and therefore to evaluations of blameworthiness for failures to assist. This implies that even if two individuals (one distant, one proximate) commit an equivalent wrong in (...) ignoring preventable suffering, it can still be the case that the proximate individual is more blameworthy insofar as their disregard expresses a more reprehensible attitude. I argue that emphasising this distinction allows us to make sense of a range of conflicting intuitions with regards to the effects of physical distance on our obligations to assist. (shrink)

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The article is focused on the investigation of the impact the corporate culture makes on industrial enterprise development. It demonstrates that the formation of the corporate culture principles contributes to raising the level of staff involvement, its labor activity performance, maintaining and reproduction of human capital assets of an enterprise. Investments in the development of corporate culture are considered as an alternative to traditional methods of increasing the efficiency of an enterprise in an uncertain economic environment. Corporate culture development, which (...) involves a commitment to raising the level of knowledge, innovativeness and organization, has a positive effect on the performance and efficiency of the entire company, and aids in the regulation of internal labor relations, preventing potential critical situations. The introduction and development of corporate culture, which includes a certain system of values and behaviors, in modern domestic industrial enterprises is becoming a necessity. The application of the principles and values of corporate culture leads to the long-term success of an industrial enterprise. (shrink)

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The article is devoted to educational opportunities for the formation of social capital. Social capital is manifested in the ability of people to communicate and work together. Analysis of the concept of social capital allows understanding the foundations of social interaction, the need for trust, and the relationship between the formation and distribution of the social trust, norms, and social capital itself. Social capital does not exist outside people. Social capital cannot be characterized as an attribute of a separate individual. (...) Social capital belongs to the group, the community. Learning is a situation of joint activity. In modern pedagogy, the problem is how to teach, organizing effective joint forms of educational activity. In distance learning (e-learning), it is important to organize the educational environment to have properties that make up for the lack of live communication. Today, the subjective nature of the educational process, focused on the formation of a creative personality, is being affirmed. Educational priorities are aimed at comfortable, conflict-free cooperation between the student at all levels of the educational process and the teacher, perhaps even partnership. The teacher and the student jointly develop goals, objectives, problem search field of research, working "cocreatively," a mini-team. This anthropocentric pedagogical technology relates to project and problem technologies in the educational process. (shrink)

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The philosopher and historian of Italian philosophy, Eugenio Garin, and Jacob Leib Teicher, the Polish Jewish student of Arabic and Jewish philosophy, met as students at the University of Florence, Italy, in the 1920s. They developed a life-long friendship based on their shared scholarly interests, and Garin credited Teicher with introducing him to medieval Arabic and Jewish philosophy. Teicher was forced to leave Florence as a result of the Italian racial legislation in 1938, settling in the UK where from 1946 (...) he taught post-biblical Hebrew at the University of Cambridge. A selection of the correspondence between the two friends and also Garin’s wife, Maria, is presented here focusing particularly on the decade covering Teicher’s arrival as a refugee scholar in the UK. (shrink)

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The article deals with the problem of cognition in the framework of the biogenetic structuralist neurophenomenology of Charles Laughlin. The aim of the article is to study the possibilities of applying the biogenetic structuralist theory as a theoretical and methodological basis for the study of consciousness in Laughlin’s theory. A feature of biogenetic structuralism is the interdisciplinary fusion of anthropology, psychology, and neuroscience. The methodology of biogenetic structuralism allows exploring universal structures of consciousness, which are caused by the genetically predisposed (...) organization of the human nervous system. Universal structures of consciousness include structures that mediate human language, knowledge of time and space. It is shown that the problem of cognition is realized in neurognostic models, which are compared with the operational environment. Neurognostic models include both the real nature of man as an organism and the external environment of the organism. Laughlin introduces the concept of a cognitive environment to designate a set of neurognostic models that can potentially be captured by the area of consciousness. He relies on the idea of a cognitive environment, which is essentially intentional in its organization. The polar interaction between the prefrontal cortex and the sensory cortex of the human brain gives rise to the intentionality of consciousness. Laughlin explains the work of the human cerebral cortex neurognostically as omnipresent for human consciousness, and independent of the cultural background. The cerebral cortex is a field of neural activity that arises and dissolves in temporal sequences and coordinates with cognitive processes that connect meaning and form into a single structure in consciousness. The experience of consciousness suggests a sensitive sphere of the cerebral cortex ascertains the meaningful, phenomenal world. The biogenetic structuralist methodology allows to development of an idea of the intentional structure and uniqueness of consciousness. The biogenetic structuralist approach is heuristic for modern science because, firstly, this approach creates the maximum opportunity to include data obtained from naturalistic, ethnographic, anatomical, clinical, and experimental sources; secondly, biogenetic data have the widest empirical and phenomenological rationale; thirdly, biogenetic concepts are defined in the context of a holistic understanding of the phenomenon through the uniqueness of consciousness. (shrink)

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The relevance of the study is the need to reform the educational environment based on the values of inclusion to ensure the accessibility of quality education for all people. The purpose of the study is to justify the need an inclusive culture formation as a culture of acceptance of diversity and mutual understanding. The research problem is the lack of development of an inclusive organizational culture is a barrier to ensuring the availability of quality education in a variety of health (...) limitations and the educational needs of students. The study is based on the analysis of regulatory documents, comparison and generalization of the available approaches in international and Russian theory and practice on the inclusion values issue in the strategy of educational organizations and the formation of an inclusive organizational culture. Results: it was established that the inclusive agenda in education aggravates the problem of the formation of an inclusive organizational culture as a culture of accepting diversity as a value, advantage, significant educational, upbringing, developing resource; staged, the need for a proactive strategy of the formation of intercultural competencies are justified. -/- . (shrink)

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Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. The (...) article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills. (shrink)

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Descartes estabeleceu conceitos através dos quais explicaria sua tese geral para o movimento dos corpos. Em total desacordo, Newton realizou um ostensivo ataque a teoria cartesiana concluindo que o movimento assumido pelo filosofo francês não deveria ser considerado como um movimento real. O diálogo desenvolvido ao longo da discussão, fundamentada na teoria newtoniana referente à natureza física do mundo, demonstra de forma sutil e refinada as observações precisas feitas por Newton acerca das contradições a que levavam o desenvolvimento dos conceitos (...) propostos por Descartes. Imbuída de espírito físico-filosófico, este artigo tem por objetivo elucidar as “ficções” cartesianas, bem como demonstrar a forma pela qual Newton buscou refutá-las: contrapondo a referida teoria de movimento com a sua. (shrink)

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Epistemologists frequently claim that the question “What should I believe?” demarcates the field of epistemology. This question is then compared to the question asked in ethics: “What should I do?” The question and the ensuing comparison, it is thought, specify both the content and the normativity at stake in epistemology. I argue that both of the assumptions embedded in this demarcation are problematic. By thinking of epistemology’s focal question in this light, first, we risk importing our assumptions about the epistemic (...) domain into our understanding of the nature and normativity of the belief state, and second, we come to have a false picture of the normativity that supposedly underlies the domain. In Chapter 1, “The Doxastic Account of the Epistemic”, I explore a range of views that assume there to be an essential connection between belief and truth. I look at views that treat all beliefs as attempts to believe the truth, views that consider belief’s biological function to be accurate representation, and views that hold that the very concept of belief is a normative concept. I go on to explore instrumentalist conceptions of belief’s truth connection and conduct an inquiry into the value of true belief. I conclude that neither the value of true belief nor an essential connection between belief and truth can explain epistemic normativity. In Chapter 2, “Evidential Exclusivity, Correctness, and the Nature of Belief” I note that epistemologists have recently argued that the best explanation for the apparent truth of a pair of claims - “Transparency” and “Exclusivity” – is that belief is subject to a standard of correctness such that a belief that p is correct if and only if p is true. I argue that the proposed explanation unduly privileges one part of belief’s full functional profile – its role in deliberation – and that a more complete consideration of belief’s role in cognition suggests an alternative explanation for Exclusivity and Transparency but denies belief’s standard of correctness. In Chapter 3, “Tradeoffs and Epistemic Value”, I look at a debate about whether epistemic norms are teleological. Though it’s standard to assume in keeping with teleology that certain goals or values explain the content of our norms, a collection of recent papers have aimed to show that this assumption can’t be correct because teleological norms countenance tradeoffs but epistemic norms don’t countenance tradeoffs. I note that the kind of non-teleological view that countenances no tradeoffs whatsoever is actually quite extreme and virtually unheard of in ethics. I go on to make the case that norms that license no tradeoffs can’t reasonably be taken to be grounded in value at all, and thus can’t be understood to give rise to necessary normativity. I conclude by suggesting that we broaden our conception of the epistemic domain to recognize teleological norms that provide recommendations for methods of inquiry or pursuit of significant truth or knowledge. (shrink)

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This article provides a reflection on how Aristotle's virtue ethics can be applied to matters of human life and death.

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The 12 chapters cover 6 questions: I. What is the relationship between memory and imagination? II. Do memory traces have content? III. What is the nature of mnemonic confabulation? IV. What is the function of episodic memory? V. Do non-human animals have episodic memory? VI. Does episodic memory give us knowledge of the past?

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This paper is an attempt to discuss the connections between Dante’s Divine Comedy and the poetic representations of the extermination of Jews during World War II. The work of the Italian master proves to be a point of reference for many Polish and Polish-Jewish poets in their search for the right language to describe the brutal reality of the Holocaust, to render the cruelty of this crime and the immense suffering of its victims, to testify about their own experience, and (...) to pay a tribute to the murdered. The poetry discussed in this text was written, among others, by Michał Maksymilian Borwicz, Izabela Gelbard, Janina Podlodowska, Krystyna Żywulska, and Andrzej Bursa. The references to the Divine Comedy are made in two ways and serve two basic purposes. Firstly, their aim is to portray the Holocaust as a reality confusingly similar to Dante’s inferno, secondly, they are to present the Holocaust as a reality far worse, more brutal and more gruesome than Dante’s hell. The second of the abovementioned ways of poetic presentation of the experience of the Shoah is very often connected with bitter irony, characteristic especially for Jewish art and sometimes directed against the sender of the message itself. In the course of analysis and interpretation, the phenomenon of universalization and partial decontextualization of originally religious motifs comes to the fore. The author argues that the reality of the Shoah can be compared to the devil’s abyss only if this abyss is no longer perceived as the place of eternal and just condemnation for sinners. The twentieth-century “hell” of concentration camps and ghettoes, though associated with Dante’s inferno, is not the place of deserved punishment, but of cruel crime and of immense, blameless and unjustifiable suffering. (shrink)

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