When a professor from Middle Europe teaches Computer Ethics in the Middle East using a textbook from the US, cultural differences become apparent. A main challenge lies in avoiding cultural imperialism during teaching. In order to meet this challenge, personal portfolios have been used for course work. The course design as well as portfolio tasks are presented and experiences are discussed. Based on our experiences we recommend applying this approach to equally overcome effects of group dynamics in similar courses as (...) well as to bridge the generational gap that normally exists between students and professors. (shrink)

This contribution presents two perspectives: one based on AI expertise and the other on the importance of knowledge as human knowledge. The later focuses on the purpose of education by revisiting Alexander von Humboldt’s concept of Bildung as the main purpose of education. Resisting the shifting to radically pragmatic models of education, without Bildung, in recent decades, in the Global North which develops a system of disposable education that focuses on training a workforce for the market. Concerned by the production (...) of disposable knowledge and assessments, with the sole goal of achieving good grades and securing employment, we see Generative AI, as mirroring this functionalist and economist vision of society, revealing strongly the limits of this paradigm. This article first explains how automatic learning, the foundation of generative AI, works. Second, we shall discuss human deep learning, as opposed to surface learning showing how it is required to develop as a person in the Bildung perspective. Third, we highlight this first intuition that AI reveals the functioning of our societies and move beyond, with an art of questioning in philosophy. (shrink)

The present "philological commentary" is directed at those who have decided to take time for reading the original text, at least in an English translation. The first volume "Textual Criticism" is intended to meet the difficulties caused by the fact that our text editions are based on manuscripts separated from the original by more than a millennium.

With the third volume, it is invited to enter the intellectual environment of Aristotle. The most relevant sources are given in full (with English translation), so that the commentary is also a reader documenting the disputationes metaphysicae of the 4th century BC. For the undeniable contradictions in the Metaphysics, a new genetic explanation is offered.

Though since Werner Jaeger's famous Studien zur Entstehungsgeschichte der Metaphysik des Aristoteles of 1912 remarkable observations were made, the topic "Composition of the Metaphysics" almost disappeared from the agenda. As, however, neglect of this philological task results in either selective reading or anachronistic systematization, the author has resumed it, extending it to the internal structure of the singular books.

The question of the relationship between ontology and theology, the main problem of the interpretation in volume 3, is also the guiding question of our last volume. The history of metaphysics is a history of the efforts towards an outlook on the world and life, which are about the meaning and connection of fundamental concepts: being, life, intellect, unity, truth, goodness. From these, the concept of divinity is derived. As in the previous volumes, a rich material of original texts and (...) interpretations is spread out. (shrink)

Der vorliegende "philologische" Kommentar beansprucht Kants Critik der reinen Vernunft aus ihren historischen Voraussetzungen zu erklären. Zu diesen gehört an erster Stelle Kants Sprache; sie ist nicht mehr die unsere, was den unvorbereiteten Leser von heute schon an der Semantik und Syntax vieler Sätze scheitern lässt. Neben einer Fülle von sprachlichen Erläuterungen und textkritischen Untersuchungen bringt der Kommentar reichliche Zitate aus den von Kant benutzten Logik- und Metaphysik-Lehrbüchern, die seine Rezeption der "dogmatischen" Philosophie Christian Wolffs und seiner Nachfolger belegen; lateinische (...) Texte werden dabei sowohl im Original als auch in deutscher Übersetzung geboten. Einzelne Motive werden ideengeschichtlich bis in die Antike zurückverfolgt; hieraus eröffnen sich Perspektiven für eine "Metakritik" von einem "vorkritischen" Standpunkt aus, die im Rahmen eines philologischen Kommentars nur angedeutet werden können. (shrink)

Mills argues for a new critical theory that develops the insights of the black radical political tradition. While challenging conventional interpretations of key Marxist concepts and claims, the author contends that Marxism has been 'white' insofar as it has failed to recognize the centrality of race and white supremacy to the making of the modern world.

In this paper I argue that the analysis of natural properties as convex subsets of a metric space in which the distances are degrees of dissimilarity is incompatible with both the definition of degree of dissimilarity as number of natural properties not in common and the definition of degree of dissimilarity as proportion of natural properties not in common, since in combination with either of these definitions it entails that every property is a natural property, which is absurd. I suggest (...) it follows that we should think of the convex class analysis of natural properties as a variety of resemblance nominalism. (shrink)

All 8 first-grade classes of an elementary school participated in a study of the efficacy of an in-class humane education program that incorporated regular visits from therapy animals. The study also investigated the relative efficacy of a popular, printed humane-education publication, although it was not possible to use this printed material in its optimal manner. The in-class humane-education program—but not the printed material—significantly increased students' self-reported attitudes toward nonhuman animals as compared to those of students who did not (...) participate in the program. However, neither the in-class program nor the printed material affected student scores on another, self-report measure of interactions with one's nonhuman animal companions. Therefore, the results suggest that such an in-class approach can change young students' attitudes toward animals for the better; not surprisingly, actual interactions with one's pets may be somewhat less tractable. (shrink)

The representation theorem for odd or even involutive FL$$_e$$-chains via bunches of layer groups, as presented in [ 12 ], has been refined to reveal a more direct constructional relationship between these chains and bunches of layer groups, entirely circumventing the intermediary notion of layer algebras. Leveraging this refinement, it is demonstrated that both the variety of semilinear odd involutive FL$$_e$$-algebras and its idempotent symmetric subvariety admit densification. Finally, by applying the algebraic techniques developed in [ 14 ], the strong (...) standard completeness of Involutive Uninorm Logic with Fixed Point ($$\textbf{IUL}^{fp}$$) is established, thereby strenghtening the main result of [ 11 ]. (shrink)

In a recent article in this journal, Calemi challenges the Küng-Armstrong trilemma, a well-known objection to traditional class nominalism, by proposing a fusion of class nominalism with Zermelo-Fraenkel set theory (ZF). In this note, we argue that ZF-class nominalism faces significant challenges in the form of incompleteness and potential paradoxes stemming from Gödel’s incompleteness theorem. We will explore these issues in detail, highlighting the key implications for the viability of ZF-class nominalism as a philosophical position.

Chibber’s The Class Matrix and Confronting Capitalism aim to rescue class from the cultural turn. Rather than thinking that mass media mollified the working class, he suggests we re-investigate capitalism itself. We can then see how hard capitalism makes it to take risks for the collective. Chibber’s solution is to shift people from ‘individualistic to solidaristic’ ways of thinking through lived practices, rather than the arts. This review argues, however, that by excluding the culture industry from encouraging (...) solidaristic ways of thinking, Chibber removes a crucial tool in the socialist armory: the way in which artistic representations can help us see ourselves and the world differently. (shrink)

In this Festschrift article, I reflect on Dr George Ritzer's teaching and mentorship of working-class, first-generation students. As a graduate student, my working-class background gave me significant imposter syndrome. While one might expect George's accomplishments and prestige to have contributed to such feelings, he was actually one of the most down-to-earth and approachable faculty members I encountered, who took the time to nurture me as a developing scholar. George instilled in us, as first-generation students, a love and mastery (...) of social theory, theoretical contributions upon which we could develop, and a passion for and commitment to public sociology. He modeled relatability and humility as a world-renowned academic. I further outline how I believe George's own working-class, first-generation origins informed his style of teaching and mentorship to support students from similar roots. (shrink)

This paper is a continuation of [27], where we provide the background and the basic tools for studying the structural properties of classes of models over languages without equality. In the context of such languages, it is natural to make distinction between two kinds of classes, the so-called abstract classes, which correspond to those closed under isomorphic copies in the presence of equality, and the reduced classes, i.e., those obtained by factoring structures by their largest congruences. The generic problem described (...) in [27] is to investigate under what conditions this reduction process does not alter the metatheory of a class. Here we focus our attention on a concrete aspect of this generic problem that we import from universal algebra, namely the existence and description of free models. As in [27], we can find here again the basic notion of protoalgebraicity, which was originally introduced in [7] as the weakest condition to guarantee that the reduction process behaves reasonably well from an algebraic point of view. Our concern, however, takes us to handle a further notion, that of semialgebraicity, which corresponds to the notion of equivalential logic of [18]; semialgebraicity turns out to be the property which ensures that freeness is fully preserved by the reduction process. (shrink)

In 1935, when the U.S. Supreme Court’s new building opened and displayed the phrase “Equal Justice Under Law,” racial segregation was commonplace, as were barriers limiting opportunities for men and women of all colors to participate in economic and political life. The justices on the Court and the lawyers appearing before them reflected those facts; almost all were white men. Today, the Supreme Court’s inscription has become its motto, read as if it always referenced an understanding of equality that has (...) become central to the identity and the legitimacy of courts. The judiciary “looks” somewhat different than it did and, in a sense, has become more “representative” of the range of people appearing in courts. Given the role that courts had played in sustaining discrimination, the impression that courts ought to welcome everyone is a major achievement. Yet, to assess the impact of new judicial demographics requires analysis of other major alterations in U.S. courts—the influx of diverse litigants newly entitled to pursue legal claims; the economic barriers facing many claimants; the emergence of judiciaries as agency-like promoters of agendas; and the displacement of public adjudication through the privatization of dispute resolution. Studies of women as judges focus mostly on their rulings, but probing the “difference that difference makes” requires looking beyond judicial opinions. Courts in the United States have developed structural capacities to propose rules and legislation, create education programs, commission research and task forces, and lobby for resources. When women of all colors and men of color became lawyers and judges, they created affinity organizations and pressed courts to research court-based bias and to revise rules of ethics, doctrine, and practice. Those changes are part of the impact of diversification within the legal profession, as is the backlash against affirmative efforts to reform practices. Another difference of the last decades is that new rights have brought into court many claimants with limited means. Participatory participation (“equal justice under law”) remains elusive, while the “justice gap” (shorthand for the lack of sufficient governmental help for under-resourced litigants) is pervasive. Worse yet, in some jurisdictions, courts have served as “revenue centers,” using court-imposed assessments as income. Failure to pay “legal financial obligations” can result in suspension of driver’s licenses, the loss of voting rights, and other sanctions levied disproportionately on people who are poor and of color. Instead of being seen as fonts of fairness, courts are coming to be identified as sites of inequality. In addition, many courts have embraced alternative forms of dispute resolution that make both processes and outcomes less visible to the public. Through doctrine and rules, U.S. courts have shifted their own practices as well as enforced mandates imposed on consumers and employers that push them out of court and out of class or joint actions. In sum, the new faces on the bench ought not to obscure that the project of representation, inclusion, and equality is far from complete. The vivid inequalities in courts are problems for courts because such disparities undermine their ability to be places of justice. (shrink)

The ‘Greek Crisis’ in Europe: Race, Class and Politics offers a critical comparative account of Greek ‘economic crisis’ narratives in Greek, German and Danish mainstream news Media. Building on a m...

Let I0 be a a computable basis of the fully effective vector space V∞ over the computable field F. Let I be a quasimaximal subset of I0 that is the intersection of n maximal subsets of the same 1-degree up to *. We prove that the principal filter \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathcal{L}^{\ast}(V,\uparrow )}$$\end{document} of V = cl(I) is isomorphic to the lattice \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathcal{L}(n, \overline{F})}$$\end{document} of subspaces (...) of an n-dimensional space over \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\overline{F}}$$\end{document}, a \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\Sigma _{3}^{0}}$$\end{document} extension of F. As a corollary of this and the main result of Dimitrov (Math Log 43:415–424, 2004) we prove that any finite product of the lattices \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${(\mathcal{L}(n_{i}, \overline{F }_{i}))_{i=1}^{k}}$$\end{document} is isomorphic to a principal filter of \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathcal{ L}^{\ast}(V_{\infty})}$$\end{document}. We thus answer Question 5.3 “What are the principal filters of \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathcal{L}^{\ast}(V_{\infty})?}$$\end{document} ” posed by Downey and Remmel (Computable algebras and closure systems: coding properties, handbook of recursive mathematics, vol 2, pp 977–1039, Stud Log Found Math, vol 139, North-Holland, Amsterdam, 1998) for spaces that are closures of quasimaximal sets. (shrink)

Hypertext can be used--in nearly any type of computer-assisted class--to allow students to engage in collaborative, socially-constructed composition and meaning-making; this essay considers both the underlying theory which supports the use of hypertext in composition instruction and provides a range of pedagogical approaches. Various classroom arrangements are considered, from standalone computers with no internet connections to networked, internet accessible workstations; for each type of classroom a different hypertext assignment which emphasizes collaboration is provided as an example.

The author wishes to thank Jane Hryshko, Bard College's Readers' Services Librarian, for her tireless efforts to acquire the books and articles reviewed here through inter-library loan.