Holism and Compositionality
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JTE-2010-Netzer
Journal of Transformative Education http://jtd.sagepub.com/ Inquiry into Creative and Innovative Processes: An Experiential, Whole-Person Approach to Teaching Creativity Dorit Netzer and Nancy Mangano Rowe Journal of Transformative Education 2010 8: 124 DOI: 10.1177/1541344611406905 The online version of this article can be found at: http://jtd.sagepub.com/content/8/2/124 Published by: http://www.sagepublications.com Additional services and information for Journal of Transformative Education can be found at: Email Alerts: http://jtd.sagepub.com/cgi/alerts Subscriptions: http://jtd.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://jtd.sagepub.com/content/8/2/124.refs.html Downloaded from jtd.sagepub.com at INST OF TRANSPERSONAL PSYCH on June 30, 2011 Journal of Transformative Education 8(2) 124-145 ª The Author(s) 2010 Inquiry into Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/1541344611406905 Creative and http://jted.sagepub.com Innovative Processes: An Experiential, Whole-Person Approach to Teaching Creativity Dorit Netzer1 and Nancy Mangano Rowe1 Abstract This article highlights the transformative nature of an online master’s level course titled, Inquiry into Creative and Innovative Processes. The authors emphasize the importance of whole-person, imaginative, and intuitive experiences in adult stu- dents’ unique, scholarly development. They describe their process of adapting intuitive inquiry,atranspersonalresearchmethod,as a supportive structure for this online course on creativity. A creative and innovative approach to teaching in itself, the course facilitated a flexible learningcontainer,wherestudentswereguided toward integrating their academic learning and personal discovery in embodied and deeply conscious ways. -
A Philosophical Investigation of Principlism and the Implications Raised by the Treatment of the Mentally Ill
Aporia vol. 24 no. 1—2014 A Philosophical Investigation of Principlism and the Implications Raised by the Treatment of the Mentally Ill BENJAMIN FOSTER Introduction he objective of this investigation is to identify reasonable and relevant problems and issues posed for Principlism by the mentally T ill. Two concepts of Principlism will be presented: a normative con- ceptualization of the bioethical theory and a descriptive conceptualization. In reference to both, two philosophical questions will be asked: can we know the natures of other minds and, if so, how? These two questions have theoretical and practical implications for the treatment of the mentally ill. And, in so far as the questions have implications for the treatment of the mentally ill, they have implications for the bioethical theory of Principlism. There is a lack of concurrence on the meaning, nature, and function of mental phenomena, producing conceptual difficulties concerning the common morality that provides Principlism its normative authority. Similarly, a contradiction appears to arise when one considers the imaginative leap of predicting another’s desires, feelings, and thoughts, a maneuver that professionals participating in the treatment of the mentally ill must perform. There is also significant ambiguity surrounding the concept of mental illness, which produces pragmatic problems when professionals attempt to diagnose and treat an individual in conjunction Benjamin Foster graduated with a degree in philosophy and a minor in biology from the University of Alaska Fairbanks. While there he served as president of the univer- sity’s philosophy club, The Socratic Society. His primary philosophical interests include ethics and epistemology. He currently plans to attend medical school. -
Mind and World: Beyond the Externalism/Internalism Debate
Research Proposal Mind and World: Beyond the Externalism/Internalism Debate Sanjit Chakraborty Research Scholar Department of Philosophy Jadavpur University Background For the last few years the concept of the natural kind terms has haunted me. My main concern has been regarding the location of the meaning of these terms. Are meanings of the natural kind terms in the head or in the world? This question has been the most pressing in Philosophy of Mind and Philosophy of Language. I have realized that we cannot separate mind from the world. I had in the beginning only a layman‟s conception regarding mind, meaning and the world. When I entered the field of philosophy inspired by Hilary Putnam, I found that semantic externalism is a vexing issue involving a vast area. The location of content is at the core of the metaphysical debate regarding internalism and externalism in the sense that internalists believe that mental proprieties are intrinsic only if they preserve across world identity of internal replicas. Externalism is opposed to this thinking. For externalists, mental properties are in many cases dependent on physical or social environment. The linguistic strategy also maintains a difference between internalism and externalism regarding the mental content. Descriptivism focuses on general terms that consist in descriptive content and leads to mode of presentation of reference through sense. Besides, the causal theory of reference refutes descriptivism to ensure that there is a causal chain of reference between words and 1 objects that help us to identify agent‟s thought through an identification of its relation with external environment. -
Barriers to Creativity in Engineering Education: a Study of Instructors and Students Perceptions
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/245366675 Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions Article in Journal of Mechanical Design · July 2007 DOI: 10.1115/1.2739569 CITATIONS READS 158 2,294 2 authors, including: Kazem Kazerounian University of Connecticut 69 PUBLICATIONS 938 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Systematic Design and Analysis of Artificial Molecular Machines View project All content following this page was uploaded by Kazem Kazerounian on 21 September 2015. The user has requested enhancement of the downloaded file. Barriers to Creativity in Engineering Education: A Study of Instructors and Students Kazem Kazerounian Professor Fellow ASME Perceptions Stephany Foley This paper studies “creativity” in engineering education, by examining the perception of NSF Graduate Fellow instructors and students. We aim to identify factors that impede a creative environment (creativity blockers). The study entails a review of established research in the fields of Department of Mechanical Engineering, psychology and educational psychology to identify factors which create an educational University of Connecticut, environment conducive to creativity. These factors are formalized in the Ten Maxims of Storrs, CT 06269-3139 Creativity in Education, a set of criteria that constitute an educational environment conducive to fostering creativity in students. These maxims form the basis for our work in examining the contemporary engineering education. Extensive surveys are designed, cre- ated, distributed, and statistically quantified to study the perceptions of engineering edu- cators and students, in comparison to nonengineering educators and students. -
Dance Into the Unknown. a Heuristic Inquiry
Dance into the unknown. A heuristic inquiry. Jane Christophers A dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Psychotherapy Department of Psychotherapy Auckland University of Technology Supervisor: Dr Margot Solomon 2019 i Table of Contents Table of Contents ............................................................................................................... i List of Figures .................................................................................................................. iii Attestation of authorship .................................................................................................. iv Acknowledgements ........................................................................................................... v Abstract ............................................................................................................................ vi Chapter One: Introduction................................................................................................. 1 Dancing in the bush .................................................................................................................. 1 Salire – To leap ......................................................................................................................... 2 Dance and movement ................................................................................................................ 2 5Rhythms dance – Inviting spirit ............................................................................................. -
Compositionality and the Metaphysics of Meaning
“This is not the first time such a view has been put forward. If it could be worked out in detail, so rigorously that not the smallest doubt remained, that, it seems to me, would be a result not entirely without importance.” - Gottlob Frege University of Alberta Compositionality and the Metaphysics of Meaning by Jeffery Fedorkiw A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts Philosophy ©Jeffery Fedorkiw Fall 2011 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission. Dedicated to Helen Fedorkiw Abstract The principle of compositionality states that the meaning of a complex expression is determined by the meanings of its con- stituent parts and the way those parts are combined. Jerry Fodor has argued that semantic productivity and systematicity requires compositionality and that compositionality requires atomism about semantic values. Atomism is here the thesis that there are simple meanings which are assigned to grammatical terms completely inde- pendent of any other (i.e. -
Artigo Moderate Holism.Indd
ARTIGOSARTIGOS MODERATE HOLISM: ANSWERING TO CRITICISM AND EXPLAINING LINGUISTIC PHENOMENA* DOI 10.18224/frag.v28i2.6061 KÊNIO ANGELO DANTAS FREITAS ESTRELA** Resumo: neste artigo tenho o objetivo de apresentar uma versão do holismo semântico proposta por Henry Jackman (1999a, 1999b, 2005 e 2015) intitulada “holismo semântico moderado”. Defenderei que esta versão moderada do holismo, além de responder grande parte das críticas atribuídas ao holismo semântico tradicional (como a tradução, o desacordo, a mudança de opinião e comunicação), também se faz extremamente útil para explicar a ocorrência de diversos fenômenos linguísticos, como, por exemplo: a vagueza e a polissemia. Palavras-chave: Fenômenos linguísticos. Holismo semântico. Semântica. Holismo moderado. MEANING HOLISM1 eaning holism is a theory that is related to the meanings attributed to words and their relations to other words in a language. Th is theory supports the mutual in- Mterdependence of all items of linguistic knowledge in a way that, for example, to understand the meaning of a specifi c expression is necessary to understand a large sector of the language in question or even the language for completeness. Often holistic theories are derived from a more general holism that has to do with the holism of mental or cognitive * Recebido em: 16.11.2017. Aprovado em: 04.05.2018. Th is paper is the result of a research sponsored by Comisión Nacional de Investigación Científi ca y Tecnológica (Conicyt), agency of the government of Chile. Acknowledgements: I would like to thank Henry Jackman for the criticisms, comments and suggestions made in this text. I would also like to thank José Tomás Alvarado, my advisor, for the sug- gestion of the subject discussed here and for all the support during my Ph.D. -
Semantics As Syntax
Semantics as Syntax William J. Rapaport Department of Computer Science and Engineering, Department of Philosophy, Department of Linguistics, and Center for Cognitive Science University at Buffalo, The State University of New York Buffalo, NY 14260-2500 [email protected] http://www.cse.buffalo.edu/∼rapaport/ August 16, 2016 Abstract Let S, T, be non-empty sets. The syntax of S (or T) is the set of properties of, and relations among, the members of S (or T). The ontology of T (or S) is its syntax. The semantic interpretation of S by T is a set of relations between S and T. Semantics is the study of such relations between S and T. Let U = S [ T. Then the syntax of U provides the semantics of S in terms of T. Hence, semantics is syntax. 1 The Chinese room shows what we knew all along: syntax by itself is not sufficient for semantics. (Does anyone actually deny this point, I mean straight out? Is anyone actually willing to say, straight out, that they think that syntax, in the sense of formal symbols, is really the same as semantic content, in the sense of meanings, thought contents, understanding, etc.?) [Searle, 1993, p. 68] My thesis is that (suitable) purely syntactic symbol-manipulation of a computational natural- language-understanding system’s knowledge base suffices for it to understand natural language. [Rapaport, 1988, pp. 85–86] Does that make any sense? Yes: Everything makes sense. The question is: What sense does it make? Stuart C. Shapiro (in conversation, 19 April 1994) 1 Syntax vs. -
9. Quine's Meaning Nihilism [Corretto] (222-229)
Quine’s Meaning Nihilism: Revisiting Naturalism and Con- firmation Method Sanjit Chakraborty Abstract: The paper concentrates on an appreciation of isn’t ever about meaning. What is cited are passages that display W.V. Quine’s thought on meaning and how it escalates Quine’s “Duhemianism”, that is, the view that our bodies of sci- beyond the meaning holism and confirmation holism, entific theory confront “recalcitrant” experiences as wholes. thereby paving the way for a ‘meaning nihilism’ and This is a form of holism—calls it “evidential holism”, but it doesn’t concern meaning.1 ‘confirmation rejectionism’. My effort would be to see that how could the acceptance of radical naturalism in Quine’s theory of meaning escorts him to the indetermi- 2. Naturalism and its consequences nacy thesis of meaning. There is an interesting shift from epistemology to language as Quine considers that a per- Quine, (I suppose) was the first philosopher who probably son who is aware of linguistic trick can be the master of used the term “naturalism” from an empiricist point of referential language. Another important question is that view holding that science serves a standard paradigm for how could Quine’s radical translation thesis reduce into all knowledge. He considers the idea of ‘First Philosophy’ semantic indeterminacy that is a consequence of his con- as an imprecise issue. In fact, for Quine, ‘naturalism’ is firmation method. I think that the notion and the analysis not a separate claim that can be regarded as a foundation of meaning became hopelessly vague in Quine’s later of the sciences, but it is just like a proclamation about the work. -
A Critical Examination of Quinean Naturalism______A Closer Look at Quine’S Naturalized Epistemology
A Critical Examination of Quinean Naturalism_________ A Closer Look at Quine’s Naturalized Epistemology Ashley Spring Florida Atlantic University We always speak from within a theory, a system of the world. There is no neutral or presuppositionless position from which we can make judgments about the world and our theory of it: all of our judgments must be evaluated as being part of a substantive theory of the world. In particular our philosophical remarks are made from within such a theory. —Peter Hylton Introduction The resources of traditional epistemology have been exhausted. The result is the necessary paradigmatic shift from ‘first philosophy’ to a more plausible, and albeit, naturalized enterprise. W.V. Quine’s shift towards naturalizing epistemology serves as a catalyst for epistemic inquiry through the inclusion of the natural sciences in epistemology. In so naturalizing epistemology, Quine does not view epistemology as a prior or foundational discipline that can be justified a priori but rather, as an integral part of our web of beliefs about the world. 1 Such a radical departure from the foundationalist program better captures our epistemic aims by focusing on the resources found in the natural sciences relative to knowledge acquisition. This paper will provide a critical examination of Quiean naturalism through a close examination of Quine’s “Epistemology Naturalized.” Indeed, through this critical examination of Quine’s epistemological project, we should see how Quine’s naturalized epistemology serves as a radical yet, practical starting point for epistemic inquiry, along with how such a naturalized shift establishes a more philosophically plausible approach to epistemology. -
Creativity in the Metaphysics of Alfred North Whitehead
CREATIVITY IN WIDTEHEAD'S l\1ETAPHYSICS CREATIVITY IN THE METAPHYSICS OF ALFRED NORTH WHITEHEAD By JEFFREY A. MCPHERSON, B.A.(Hons.) A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Arts © Copyright by Jeffrey A. McPherson, SEPTEMBER, 1996 MASTER OF ARTS (1996) McMaster University (Religious Studies) Hamilton, Ontario TITLE: Creativity in the Metaphysics of Alfred North Whitehead. AUTHOR: Jeffrey A. McPherson, B.A.(Hons.) (York University) SUPERVISOR: Dr. J.C. Robertson, Jr. NUMBER OF PAGES: vi, 127 ii ABSTRACT This is a study of the role that creativity plays in the metaphysics of Alfred North Whitehead ( 1861-1947). As the title generally indicates, there are two parts to this project. The first part develops an understanding of Whitehead's metaphysics through the careful analysis of two key texts, namely Religion in the Making ( 1926), and Process and Reality (1929). The second part examines and carefully analyses the role that creativity plays within this metaphysic. The second part focuses on two questions. The first question considers the ontological status which creativity requires to perform the role which it is given within the metaphysical system. The second question discusses implications of this status for creativity's relationship to God. This second section further discusses the implications of such an understanding of "process theology" for Christian theology in general. Specifically it comments on the various responses of theology to creatio ex nihilo and the problem of evil. This thesis concludes that creativity functions as an ultimate explanatory principle in Whitehead's metaphysics. -
COGS 101B Slides Outline History Descartes
COGS 101B Slides • Web Page • PDF version of Powerpoint slides available – http://www.cogsci.ucsd.edu/~coulson/101b/ on the course website • Instructor http://www.cogsci.ucsd.edu/~coulson/101b/ – Dr. Coulson – Email: coulson “at” cogsci.ucsd.edu – CSB 161 – Thursday: 12-2pm •TAs – Alan Robinson – Nate Harrison – Zack Weinberg Outline History •History • Philosophical Origins • Methods • Structuralism • Paradigms • Functionalism • Gestalt Psychology • Genetic Epistemology • Behaviorism • Cognitive Revolution Descartes • Epistemology • Radical Skepticism • Evil Demon • “Cogito ergo sum.” • Leap of Faith 1 Premises & Problems Rationalism vs. Empiricism Kant Locke, Hume • Knowledge begins • All knowledge originates Physical Neural Mental w/experience but is in experience Energy Activity Experience constructed by mind • Mind is a blank slate • Experience mediated by mental categories or qualia – “raw feels”, raises problem of how to relate physical schemata facts to mental facts Structuralism • Philosophical Motivation – Belief in reductionism – Consciousness can be broken down into basic elements • Goal – Discover basic structures of mental life • Methodology – Introspection Wundt Titchener • Founded first • Took introspection to new experimental psychology level laboratory • “Tell me your sensations • Not just sensations but of this rock” thoughts • BUT: Also did lots of • Tell me your reactions to psychophysics “green things” • Most introspection was people saying “yes” or • Unfortunately, “no” to targeted questions inconsistencies about