2018 Unité De Recherche Dossier D'autoévaluation
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Annual Report
Annual Report 2003/2004 The academic year 2003/2004 was marked by continued excellence in research, teaching and outreach, in service of humanity’s intellectual, social and technological needs. President and Provost’s Outreach Statement In accordance with its UCL is committed to founding principles, UCL using its excellence in continued to share the research and teaching highest quality research to enrich society’s art, and teaching with those intellectual, cultural, who could most benefit scientific, economic, from it, regardless of environmental and their background or medical spheres. circumstances. See page 2 See page 8 Research & Teaching Achievements UCL continued to UCL’s academics challenge the boundaries conducted pioneering of knowledge through its work at the forefront programmes of research, of their disciplines while ensuring that the during this year. most promising students See page 12 could benefit from its intense research-led teaching environment. See page 4 The UCL Community Developing UCL UCL’s staff, students, With the help of its alumni and members of supporters, UCL is Council form a community investing in facilities which works closely fit for the finest research together to achieve and teaching in decades the university’s goals. to come. See page 18 See page 24 Contacting UCL Supporting UCL Join the many current UCL pays tribute to and former students and those individuals and staff, friends, businesses, organisations who funding councils and have made substantial agencies, governments, financial contributions foundations, trusts and in support of its research charities that are and teaching. involved with UCL. See page 22 See page 25 Financial Information UCL’s annual income has grown by almost 30 per cent in the last five years. -
Logic of the Egotistical Sentence a Reading of Descartes
Logic of the Egotistical Sentence A Reading of Descartes Vincent Descombes Journal of French and Francophone Philosophy - Revue de la philosophie française et de langue française, Vol XXVI, No 1 (2018) pp 1-20. Vol XXVI, No 1 (2018) ISSN 1936-6280 (print) ISSN 2155-1162 (online) DOI 10.5195/jffp.2018.835 www.jffp.org This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. This journal is operated by the University Library System of the University of Pittsburgh as part of its D-Scribe Digital Publishing Program, and is co-sponsored by the UniversityJournal of Pittsburgh of French and Press Francophone Philosophy | Revue de la philosophie française et de langue française Vol XXVI, No 1 (2018) | www.jffp.org | DOI 10.5195/jffp.2018.835 Logic of the Egotistical Sentence A Reading of Descartes Vincent Descombes Question: How do philosophers derive a substantive (“the self”) from our use of a pronoun (“me”)?1 After the epoch of Descartes, a new character occupies the philosophical scene: the self (whereas other characters are eclipsed, like the agent intellect and soon the soul). Where does it come from? By what alchemy have the philosophers succeeded in extracting from the vulgar material that is our ordinary speech about oneself this philosophical being that we willingly qualify as a “pure self” (das reine Ich)? Ordinary language knows two uses of the French word “self” (moi). As a personal pronoun of the first person singular, it can serve as complement to a verb (“tell me about it/him”) as well as reinforces in apposition the subject of the phrase (“Me, I think,” ego cogito).2 Furthermore, it can lose its pronominal status (and therefore its referential function) by becoming an adjective designating a quality of self-presence (like when we say after a furious outburst: “I was no longer myself”). -
I. Produits De La Recherche
I. Produits de la recherche 1. Journaux / revues Articles scientifiques Aharon, I., Bourgeois-Gironde, S., and Levin, Y. (2015). Special issue on “Complexity modeling in social science and economics”. Mind & Society, 14(2), pp. 153-154. Alsmith, A. and Vignemont de, F. (2012). Embodying the mind & representing the body. In A. Alsmith, and de F. Vignemont de (Eds.), The body represented/Embodied representation. Review of Philosophy and Psychology, Special issue, 3 (1). Arcangeli, M. (2012). Esperimenti mentali [Thought experiments]”. APhEx (Analytical and Philosophical Explanation), 6, pp. 33-72. Arcangeli, M. (2013). Immaginare è simulare: cosa e come? [Imagining is simulating: what and how?]. Rivista di Estetica, s.i. “Nuove teorie dell’immaginazione”, 53/2, pp. 135-154. Arcangeli, M. (2014). Against cognitivism about supposition. Philosophia, 42/3, pp. 607-624. Arcangeli, M. (2017). De l’autre côté du miroir de l’imagination. Imagination et imagerie mentale. Bulletin d’analyse phénoménologique, XIII/2, pp. 108-128 Arcangeli, M. (2017). Interacting with Emotions: Imagination and Supposition. Philosophical Quarterly. Arnold, G., and Auvray, M. (2014). Perceptual learning: Tactile letter recognition transfers across body surfaces. Multisensory Research, 27(1), pp. 71-90. Atran, S. (2012). Talking to the Enemy: An Alternative Approach to Ending Intractable Conflicts. Solutions 3: pp. 41-51. Atran, S. (2012). Parasite stress is not so critical to the history of religions or major group formations. Behavioral and Brain Sciences 35: pp. 79-80. Atran, S. (2013). From mutualism to moral transcendence. Behavioral and Brain Sciences 36: pp. 81-82. Atran, S. (2014). Martyrdom’s would-be myth buster. Behavioral and Brain Sciences, 37: pp. -
A Critique of the Learning Brain
A CRITIQUE OF THE LEARNING BRAIN JOAKIM OLSSON Department of Philosophy Master Thesis in Theoretical Philosophy (45 ECTS) Autumn 2020 Supervisor: Sharon Rider Examiner: Pauliina Remes Table of Contents 1. INTRODUCTION ............................................................................................................... 1 1.1 A Brief Overview ............................................................................................................. 1 1.2 Method, Structure and Delimitations ............................................................................... 4 2. BACKGROUND ON THE LEARNING BRAIN ............................................................. 8 2.1 The Learning Brain and Its Philosophical Foundation .................................................... 9 2.2 Cognitivism’s Three Steps: Mentalism, Mind-Brain Identity and Computer Analogy . 14 3. A CRITIQUE OF COGNITIVISM .................................................................................. 24 3.1 A Critique of Mentalism ................................................................................................ 24 3.1.1 The Exteriorization of the Mental ........................................................................... 25 3.1.2 The Intentionality of Mind Seen Through Intentional Action ................................ 32 3.2 A Critique of the Mind-Brain Identity Theory .............................................................. 54 3.3 A Critique of the Computer Analogy ............................................................................ -
Descombes Mindsprovisions In
(C ONTII\UED FROM t'RONT I-LAP ) THE MIND'S In place of cognitivism, Descombes PROVISIONS offers an anthropologically based theory A Critique of of mind that emphasizes the mind's col- lective nature. Drawing on Wittgenstein, Cognitivism he maintains that mental acts are prop- erly attributed to the person, not the Vincent Descombes brain, and that states of mind, far from being detached from the world, require a historical and cultural context for their very intelligibility. Translated by Stephen Adam Schwartz Available in English for the first time, this is the most outstanding work of one ofFranee's finest contemporary philoso- v!NCENTDESCOMBES brings together phers. It provides a much-needed linlc an astonishingly large body of philo- between the continental and Anglo- sophical and anthropological thought to American traditions, and its impact will present a thoroughgoing critique of con- extend beyond philosophy to anthropol- temporary cognitivism and to develop a ogy, psychology, critical theory, and powerful new philosophy of the mind. French studies. Beginning with a critical examination of American cognitivism and French Vincent Descombes is the author of structuralism, Descombes launches a Modern French Philosophy, Objects of more general critique of all philosophies All Sorts: A Philosophical Grammar, that view the mind in strictly causal Proust: Philosophy ofthe Novel, and The terms and suppose that the brain-and Barometer of Modern Reason: On the not the person-thinks. Providing a Philosophies ofCurrent Events. Stephen broad historical perspective, Descombes Adam Schwartz, who teaches in the De- draws surprising links between cog- partment of French, University College nitivism and earlier anthropological Dublin, translatedDescombes's The Ba- projects, such as Levi-Strauss's work on rometer ofModern Reason. -
Desiring Myth: History, Mythos and Art in the Work of Flaubert and Proust
Desiring Myth: History, Mythos and Art in the Work of Flaubert and Proust By Rachel Anne Luckman A thesis submitted for the degree of DOCTOR OF PHILOSOPHY Department of French Studies College of Arts and Law The University of Birmingham August 2009 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract Previous comparative and parallel ‘genetic criticisms’ of Flaubert and Proust have ignored the different historical underpinnings that circumscribe the act of writing. This work examines the logos of Flaubert and Proust’s work. I examine the historical specificity of A la recherche du temps perdu, in respect of the gender inflections and class-struggles of the Third French Republic. I also put forward a poetics of Flaubertian history relative to L’Education sentimentale. His historical sense and changes in historiographic methodologies all obliged Flaubert to think history differently. Flaubert problematises both history and psychology, as his characterisations repeatedly show an interrupted duality. This characterization is explicated using René Girard’s theories of psychology, action theory and mediation. Metonymic substitution perpetually prevents the satisfaction of desire and turns life into a series of failures. -
IJN - Institut Jean Nicod Rapport Hcéres
IJN - Institut Jean Nicod Rapport Hcéres To cite this version: Rapport d’évaluation d’une entité de recherche. IJN - Institut Jean Nicod. 2013, École normale supérieure - ENS, Centre national de la recherche scientifique - CNRS, École des hautes études en sciences sociales - EHESS. hceres-02031406 HAL Id: hceres-02031406 https://hal-hceres.archives-ouvertes.fr/hceres-02031406 Submitted on 20 Feb 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Section des Unités de recherche Evaluation de l’AERES sur l’unité : Institut Jean Nicod IJN sous tutelle des établissements et organismes : Ecole Normale Supérieure Ecole des Hautes Etudes en Sciences Sociales Centre National de la Recherche Scientifique Novembre 2012 Section des Unités de recherche Le président de l'AERES "signe [...], les rapports d'évaluation, [...] contresignés pour chaque section par le directeur concerné" (Article 9, alinéa 3, du décret n°2006-1334 du 3 novembre 2006, modifié). Institut Jean Nicod - IJN, Ecole Normale Supérieure, Ecole des Hautes Etudes en Sciences Sociales, CNRS, M. François RECANATI Notation À l’issue des visites de la campagne d’évaluation 2012-2013, les présidents des comités d’experts, réunis par groupes disciplinaires, ont procédé à la notation des unités de recherche relevant de leur groupe (et, le cas échéant, des équipes internes de ces unités). -
May 2020 CURRICULUM VITAE Ray Jackendoff Center for Cognitive Studies Department of Philosophy Tufts University Medford, MA
May 2020 CURRICULUM VITAE Ray Jackendoff Center for Cognitive Studies Department of Philosophy Tufts University Medford, MA 02155 USA Department of Brain and Cognitive Sciences Massachusetts Institute of Technology Cambridge, MA 02139 Telephone: 617-484-5394 E-mail: ray (dot)jackendoff(at)tufts(dot)edu Born: Chicago, IL, 23 January 1945 Academic training 1961-65 Swarthmore College (mathematics honors) B.A. 1965 1965-69 M.I.T. (linguistics) Ph.D. 1969 Thesis advisor: Noam Chomsky Teaching 1969-70 UCLA Lecturer 1971-73 Brandeis University Assistant Professor 1973-78 Brandeis University Associate Professor 1978-2006 Brandeis University Professor (Chair of Linguistics Program, 1972-1981) (Chair of Linguistics and Cognitive Science, 1981-1992, 2002-2006) 2006- Brandeis University Professor Emeritus 2005-2017 Tufts University Seth Merrin Professor of Humanities (Co-director, Center for Cognitive Studies) 2018- Tufts University Seth Merrin Professor Emeritus 1969 (summer) University of Illinois (LSA Linguistic Institute) 1974 (summer) University of Massachusetts, Amherst (LSA Linguistic Institute) 1980 (summer) University of New Mexico (LSA Linguistic Institute) 1987 University of Arizona (Visiting Professor) 1989 (summer) University of Arizona (LSA Linguistic Institute) 1996 (summer) Institute for Research in Cognitive Science, University of Pennsylvania 1999 (summer) University of Illinois (LSA Linguistic Institute) 2003 (summer) Michigan State University (Sapir Professor, LSA Linguistic Institute) 1 Research 1966 (summer) Technical Operations, -
Adina L. Roskies
Adina L. Roskies CURRICULUM VITAE Department of Philosophy 303 Thornton Hall Dartmouth College Hanover NH, 03755 Office telephone: (603) 646-2112 Email address: [email protected] EDUCATION: Yale Law School, New Haven, CT. M.S.L., 2014. Massachusetts Institute of Technology, Cambridge, MA. Ph.D. in Philosophy, 2004. University of California at San Diego, La Jolla, CA. Ph. D. in Neurosciences & Cognitive Science, 1995. M.S. in Neuroscience, 1992. M.A. in Philosophy, 1991. Yale University, New Haven, CT. B.A. in Humanities, Distinction in the Major, Summa cum laude. 1988. EMPLOYMENT: Academic Positions: Dartmouth College: Helman Family Distinguished Professorship, Dartmouth College (July 1, 2017-present). Professor, Department of Philosophy (July 1, 2013 – present). Chair, Cognitive Science Program (July 1, 2015-July 1 2019). Affiliated Professor, Department of Psychological and Brain Sciences (July 1, 2015-present). Associate Professor, Department of Philosophy (July 1, 2010 – June 30, 2013). Assistant Professor, Department of Philosophy (July 1, 2004- June 30, 2010). 1 Director, Master of Arts and Liberal Studies program in Mind and Brain Studies (July 2004-January 2006). Postdoctoral fellowship: In cognitive neuroimaging with PET and fMRI, with Dr. Steven E. Petersen and Dr. Marcus E. Raichle, MalincKrodt Institute of Radiology, Washington University Medical School, St. Louis, MO (1995- 1997). Visiting positions: Senior fellow, Center for Philosophy of Science, University of Pittsburgh (September 2019-June 2020). ErsKine fellow, University of Canterbury, NZ (February-March 2019). Visiting faculty, University of Washington (summer 2011). Visiting fellow, Tanner Center, University of Utah (January-July 2009). ARC fellow, Department of Philosophy, University of Sydney (July 2006- September 2007). -
Why Do Humans Reason? Arguments for an Argumentative Theory
BEHAVIORAL AND BRAIN SCIENCES (2011) 34, 57–111 doi:10.1017/S0140525X10000968 Why do humans reason? Arguments for an argumentative theory Hugo Mercier Philosophy, Politics and Economics Program, University of Pennsylvania, Philadelphia, PA 19104 [email protected] http:// sites.google.com/site/hugomercier/ Dan Sperber Jean Nicod Institute (EHESS-ENS-CNRS), 75005 Paris, France; Department of Philosophy, Central European University, Budapest, Hungary [email protected] http:// www.dan.sperber.fr Abstract: Reasoning is generally seen as a means to improve knowledge and make better decisions. However, much evidence shows that reasoning often leads to epistemic distortions and poor decisions. This suggests that the function of reasoning should be rethought. Our hypothesis is that the function of reasoning is argumentative. It is to devise and evaluate arguments intended to persuade. Reasoning so conceived is adaptive given the exceptional dependence of humans on communication and their vulnerability to misinformation. A wide range of evidence in the psychology of reasoning and decision making can be reinterpreted and better explained in the light of this hypothesis. Poor performance in standard reasoning tasks is explained by the lack of argumentative context. When the same problems are placed in a proper argumentative setting, people turn out to be skilled arguers. Skilled arguers, however, are not after the truth but after arguments supporting their views. This explains the notorious confirmation bias. This bias is apparent not only when people are actually arguing, but also when they are reasoning proactively from the perspective of having to defend their opinions. Reasoning so motivated can distort evaluations and attitudes and allow erroneous beliefs to persist. -
Curriculum Vitae
CURRICULUM VITAE Robert C. May Department of Philosophy (530) 554-9554 (office) University of California [email protected] Davis, CA 95616 Degrees Swarthmore College; B.A. with High Honors, 1973. • Massachusetts Institute of Technology, Department of Linguistics and Philosophy; Ph.D., 1977. • Faculty Positions Assistant Professor of Linguistics. Barnard College and The Graduate School of Arts and Sciences, • Columbia University. 1981 - 1986. Associate Professor of Linguistics and Cognitive Sciences. University of California, Irvine. 1986 - 1989. • Professor of Linguistics. University of California, Irvine. 1989 - 1997 • Professor of Linguistics and Philosophy, University of California, Irvine. 1997 - 2001. • Professor of Logic and Philosophy of Science, Linguistics and Philosophy, University of California, • Irvine, 2001 - 2006. Professor of Philosophy and Linguistics, University of California, Davis, 2006 - 2012 • Distinguished Professor of Philosophy and Linguistics, University of California, Davis. 2012 - present. • Other Academic Positions Post-doctoral research fellow. Laboratory of Experimental Psychology. The Rockefeller University.1977 • -1979. Research Stipendiate. Max-Planck-Institut für Psycholinguistik. Nijmegen, The Netherlands. 1979, • 1980. Post-doctoral research fellow. Center for Cognitive Science, Massachusetts Institute of Technology, • 1980 -1981. Visiting Lecturer. Graduate School of Languages and Linguistics. Sophia University, Tokyo, Japan. • 1983. Visiting Research Scholar. The Graduate Center, City University of New York. 1985 - 1986. • Fulbright Distinguished Professor. University of Venice. 1994. • Visiting Scholar. Department of Philosophy. Columbia University. 2013, 2014 - 15. • Visiting Professor, Ecole Normale Superieure and Ecole des Hautes Etudes en Sciences Sociales. 2014. • 1 Professional Positions and Activities Director. Syntax and Semantics Workshop: Logical Form and Its Semantic Interpretation. 1985 - • 1987. Editor. The Linguistic Review Dissertation Abstracts. 1984 - 1988. • Associate Editorial Board. -
Global Humanities
The Columbia University Division of Humanities in the Faculty of Arts and Sciences GLOBAL HUMANITIES 2016-2017 Annual Financial Report 1 Global Humanities Executive Summary The humanities are born global. Our mission is to teach and research the languages, literature, music, art, ideas, and beliefs of the world, and to understand how globalization affects not just markets and networks but also culture and everyday life. The Global Humanities projects aim to make our teaching and research global in both form and content. Students and faculty become global by learning languages; by collaborating with thinkers from around the world; and by experiencing the linguistic and cultural diversity that exists within as well as across locales, nations, and regions. Global Humanities Projects The Clarice Factor 1 Reframing Gendered Violence 4 Precision Medicine 6 Columbia-PSL Collaboration 8 What Is Comparative Media? 12 Global Digital Humanities 14 What Is Journal Work? 17 Global Language Justice 18 Programming, Research, and Faculty Support 19 Program in World Philology 26 Budget Breakdown & Narrative 28 The Clarice Factor: Aesthetics, Gender, and Diaspora in Brazil In July 2014, participants of the Brazil as Global Crossroads project, under the leadership of Dean Sharon Marcus (Faculty of Arts & Columbia University Sciences and English and Comparative Literature), visited Rio de Faculty Participants: Janeiro to conduct research at the Instituto Moreira Salles (IMS) and other institutions. Susan Bernofsky Director of Literary Translation at That December, the preliminary results of research done in the IMS Columbia, Columbia School of the Arts archives were presented at a conference in Rio de Janeiro: Brazil as Global Crossroads: Modernities, Networks, and Representations.