A note on the relationship between graphs and information protocols

Information protocols (IP’s) were developed to describe players who learn their social situation by their experiences. Although IP’s look similar to colored multi-graphs (MG’s), the two objects are constructed in fundamentally different ways. IP’s are constructed using the global concept of history, whereas graphs are constructed using the local concept of edges. We give necessary and sufficient conditions for each theory to be captured by the other. We find that the necessary and sufficient condition for IP theory to be captured by MG theory, which we call SE, excludes relevant game situations. Hence, we conclude that IP theory remains a vital tool and cannot be replaced by MG theory.     

Consciousness and information integration

Integration information theories posit that the integration of information is necessary and/or sufficient for consciousness. In this paper, we focus on three of the most prominent information integration theories: Information Integration Theory (IIT), Global Workspace Theory (GWT), and Attended Intermediate-Level Theory (AIR). We begin by explicating each theory and key concepts they utilize (e.g., information, integration, etc.). We then argue that the current evidence indicates that the integration of information (as specified by each of the theories) is neither necessary nor sufficient for consciousness. Unlike GWT and AIR, IIT maintains that conscious experience is both necessary and sufficient for consciousness. We present empirical evidence indicating that simple features are experienced in the absence of feature integration and argue that it challenges IIT’s necessity claim. In addition, we challenge IIT’s sufficiency claim by presenting evidence from hemineglect cases and amodal completion indicating that contents may be integrated and yet fail to give rise to subjective experience. Moreover, we present empirical evidence from subjects with frontal lesions who are unable to carry out simple instructions (despite appearing to understand their meaning) and argue that they are irreconcilable with GWT. Lastly, we argue that empirical evidence indicating that patients with visual agnosia fail to identify objects they report being conscious of present a challenge to AIR’s necessity claim.

     

von Uexküll’s Theory of Meaning and Gibson’s Organism–Environment Reciprocity

Abstract

Jakob von Uexküll is mostly known for his concept of Umwelt—the meaningful surrounding of animals. von Uexküll insisted vehemently on the fact that Umwelt vindicated Kant’s subjectivist epistemology in the biological domain. However, we argue that a crucial yet widely overlooked development in von Uexküll’s theory of meaning implies a more radical vision strikingly germane to J. J. Gibson’s own direct realist epistemology-ontology and in tension with his own subjectivist concept of Umwelt. Gibson argued that organism and environment are complementary and meaning is not constructed via a subjective act but is directly available in the world as opportunities for action, namely, affordances. We show that von Uexküll’s notion of “functional tone” is similar to Gibson’s concept of affordance in that it includes action in perception. More important, von Uexküll introduces the musical metaphor of harmony to characterize the relationship between animal and environment. Like Gibson’s reciprocity, harmony implies an unmediated isomorphism between the dispositions of the animal and those of the environment that allows for direct perceptual contact with the world and action upon it.     

A routine perspective on implementing reflective career conversations in education

ABSTRACT

Reflective career conversations are a necessary instrument in the career guidance of students in vocational education. These conversations help students to learn from their (work) experiences and gain a better understanding of their motives on the labour market. Research shows that in a society in which change seems to become the only constant factor, knowing one’s own motives in work is important. However, the introduction and implementation of reflective career conversations in Dutch vocational education is problematic. In this article, we introduce the concept of ‘routines’ to better understand the nature of these problems. The concept ‘routine’ allows us to understand in much more detail what is required to induce the necessary behavioural changes that are required from teachers, students and management. Recognition of the complexity of this process and the willingness to invest are necessary prerequisites to prevent reflective career conversations from becoming the next ‘trick’ or ‘trendy innovation’.     

Transcultural histories of psychotherapy

Abstract

Both proponents of and critics tend to assume psychotherapy’s origin and status as a ‘Western’ practice. The history of the emergence of psychoanalysis and psychotherapy are far more complex than this picture allows for. Today as we enter a more multipolar era of world history, the easy identification of psychotherapy with ‘the West’ will become increasingly difficult to sustain, as Bangalore and Shanghai are likely to rival Hampstead and Manhattan as centres of influence for the development of therapeutic practice and theory in the coming decades. Adapting to this new world will necessitate a different conception of the role of ‘culture’ than we have been used to in recent discussions in psychotherapy. Rather than simply seeing ‘culture’ as a factor that needs to be added to discussions to counteract the alleged ethnocentrism of ‘Western’ psychotherapy, we will need to begin to pay more careful attention to the work that is done by appeals to the ‘culture concept’ in different contexts. In particular ‘culture’ can be constructed as an object of evaluation that makes it part of the ‘check-list’ of skills that characterise the reconception of psychotherapy in an era of neoliberal instrumental manualised therapy training and practice.     

Sociology and psychoanalysis in the liberal arts

Abstract

This paper posits that an infusion of psychoanalytic concepts into the teaching of sociology in undergraduate liberal arts curricula offers a route to expanding students’ understanding of how self and society are entwined in a condition of mutual crisis in contemporary society. We argue that the liberatory project at the core of the liberal arts is served well by linking the critical perspectives found in these two disciplines. We provide as specific examples from our own teaching: (1) a demonstration of how Freud’s concept of neurosis has an affinity with Marx’s concept of alienation; and (2) a discussion of how the torture sequence in Orwell’s 1984 presents an inversion of a psychoanalytic treatment through which the power of propaganda is illuminated. We conclude that teaching the two disciplines in tandem helps students grasp how the self is a socially constructed entity and how the orthodoxies of neurosis and social control are available for critique and change.     

A threshold theory account of psychometric functions with response confidence under the balance condition

The study of thresholds for discriminability has been of long‐standing interest in psychophysics. While threshold theories embrace the concept of discrete‐state thresholds, signal detection theory discounts such a concept. In this paper we concern ourselves with the concept of thresholds from the discrete‐state modelling viewpoint. In doing so, we find it necessary to clarify some fundamental issues germane to the psychometric function (PF), which is customarily constructed using psychophysical methods with a binary‐response format. We challenge this response format and argue that response confidence also plays an important role in the construction of PFs, and thus should have some impact on threshold estimation. We motivate the discussion by adopting a three‐state threshold theory for response confidence proposed by Krantz (1969, Psychol. Rev., 76, 308–324), which is a modification of Luce's (1963, Psychol. Rev., 70, 61–79) low‐threshold theory. In particular, we discuss the case in which the practice of averaging over order (or position) is enforced in data collection. Finally, we illustrate the fit of the Luce–Krantz model to data from a line‐discrimination task with response confidence.     

Theory and the Object: Making Sense of Adorno’s Concept of Mediation

Abstract

This article examines Adorno’s use of the notion of mediation, which at first glance appears to be problematic and aporetic. While the emergence of such a concept marks Adorno’s renewed interest in Hegelian philosophy, and a distancing from Walter Benjamin’s thought, the understanding of mediation should not be reduced to the Hegelian model. This article will argue that Adorno introduces such a concept to explain theory’s necessity and verifiability, as well as the experience of the object. Only by taking these two issues (the mediation between concepts and between subject and object) in their interconnection is it possible to explain the role of mediation in Adorno. I will argue that the idea of ‘constellations’ put forward in the Dialectics furnishes us with a model of mediation that goes beyond its original Hegelian formulation.     

Spinoza and mental health

With the proviso that Spinoza's concerns were philosophical, not medical, we examine the Ethics with a view to bringing out those aspects of it which are of import for mental health. We find that the Ethics surrounds the idea that man can be egoless in the Buddhist sense of that term. This concept provides a criterion of mental health. Further, according to Spinoza's theory of the Affections, those which are passive include some which are based on pain. These he ‘enumerates among the diseases’. And for them he provides, in Part V, specific ‘remedies’. This in turn leads him to equate ‘Mental Freedom or beatitude’ with a ‘healthy Mind’. We thus have in Part V additional possible criteria of mental health. Finally, there is the suggestion that philosophy for Spinoza was a kind of therapy.’

There is not a philosophical method, though there are indeed methods, like different therapies. — The philosopher's treatment of a question is like the treatment of an illness. — A main cause of philosophical disease — a onesided diet . . .

Wittgenstein

This doctrine of knowledge first and action later is not a minor disease . . . My present advocacy of the unity of knowledge and action is precisely the medicine for that disease.

Wang Yang‐ming

When asked by two disciples which of the views of each was correct, Wang replied: both are. Which is used depends on the kind of person you are trying to help. Some persons need this one, others that.     

Gabrielle Suchon,Freedom, and the Neutral Life

ABSTRACT

A central project of Enlightenment thought is to ground claims to natural freedom and equality. This project is the foundation of Suchon’s view of freedom. But it is not the whole story. For, Suchon’s focus is not just natural freedom, but also the necessary and sufficient conditions for oppressed members of society, women, to avail themselves of this freedom. In this paper I, first, treat Suchon’s normative argument for women’s right to develop their rational minds. In Section 2, I consider Suchon’s three necessary and sufficient conditions for freedom and the manners in which women are blocked from meeting them. The normative argument together with the obstacles to women meeting the conditions for freedom raises the question of how to get women into a position where they can enjoy the freedom to which they are entitled. In Section 3, I outline Suchon’s answer: women must live a life without attachment. I argue this answer situates Suchon both chronologically and theoretically between the Béguines, a medieval women’s spiritual movement, and twentieth-century feminist separatism. I conclude that Suchon’s view of freedom is radical, both for its time and ours, and deserves greater attention from historians of philosophy and of feminist thought.     

Simultaneous Group and Insulin Therapy

Abstract

The concept of focus can provide a meaningful bridge between theory and practice. The authors’ aim in this paper is to demonstrate that for theory to be clinically useful, it should provide a sense of focus and organization for clinical work. They illustrate how their particular use of a self–psychological/intersubjective model leads to an emphasis on what they refer to as “sustained empathic focus.” The authors’ choice of concepts leads them consistently to stress the patient’s subjective experience and emerging vulnerability.     

Whewell,Necessity and The Inductive Sciences: A Philosophical-Systematic Survey

Abstract

In this paper Whewell’s concept of necessity is scrutinized and its historical development is outlined (ca. 1833–1860). Particular attention will be paid to how Whewell interpreted the laws of the inductive sciences as being necessary since the laws of nature are concretizations of the Fundamental Ideas which can be partially described by Axioms.     

Simone Weil: The Ethics of Affliction and the Aesthetics of Attention

ABSTRACT

For Simone Weil the invocation of ‘rights’ to address extreme human suffering–what she calls ‘affliction’–is ‘ludicrously inadequate’. Rights, Weil argues, invite a response, whereas what the afflicted require is not dialogue but simply to be heard. For Weil, hearing the ‘cry’ of the afflicted is the basis of all justice. The task of such a hearing is given over to Weil’s concept of attention, which demands an ethics of creative silence. This paper will argue that central to Weil’s ethics of attention, and thus the way she thinks we should show compassion and act justly, is the Kantian aesthetic concept of disinterestedness. I will argue that whilst Weil is influenced by Kant in multiple ways, it is his aesthetics, rather than his normative moral theory, that is most at play in her own ethical theory of attention.     

A Cybernetic Theory of Psychopathology

Abstract

Cybernetics, the study of principles governing goal-directed, self-regulating systems, offers a useful approach to understanding psychopathology or psychological dysfunction, overcoming limitations of other naturalistic approaches. Whereas influential theories of psychopathology have relied on definitions of dysfunction rooted in evolution and fitness, we define psychopathology in terms of cybernetic dysfunction, failure to make progress toward important goals. Cybernetic function in organisms is not identical to evolutionary function, despite their causal phylogenetic relationship. We define psychopathology as persistent failure to move toward one’s goals, due to failure to generate effective new goals, interpretations, or strategies when existing ones prove unsuccessful. This definition allows a thorough integration of dimensional approaches to psychopathology and personality and provides a new perspective on the nosology of mental disorder. We review evidence that the major dimensions of psychopathology correspond to major trait dimensions of personality, but we assert that extremity on these dimensions is neither necessary nor sufficient for psychopathology, which requires cybernetic dysfunction. Drawing from psychological and neurobiological research on personality and psychopathology, we present a theory of the mechanisms underlying the five major dimensions of psychopathology, some of their subdimensions, and the general risk factor for psychopathology. We conclude by discussing implications of our theory for research, diagnosis, and mental health interventions.     

Revised Provisional Diagnostic Profile: 2016

ABSTRACT

In Anna Freud’s and other previous versions of the diagnostic profile, drive theory and the structural model were the central organizing concepts. Though these are retained in the current version, greater emphasis has been made of other conceptual perspectives. In particular, the importance of understanding the impact of the child’s external world and the child’s attachment security; also the central importance of affects, both their recognition and management. These changes are seen in such sections as those on the ego which has been expanded to include a section on play and affects. The developmental line of anxiety and the concept of theory of mind have also been added.     

A School Psychologist's Self-Study Guide to Sport Psychology

SUMMARY

School psychologists may find the field of sport psychology beneficial to them in extending their skills and effectiveness. As trained psychologists, they are likely to already have some of the knowledge and skills necessary for working in the area of sport psychology. However, without additional training, this may not be sufficient for ethical and effective practice. This article enumerates the necessary knowledge and skills for working in sport psychology according to APA's recent proficiency standards. It then details a plethora of available resources and methods for entering into the domain of sport psychology. The article emphasizes self-study while continuing to practice ethically within the ‘boundaries of one's competence.’     

The Will to Truth,the Death Drive and the Will to Power

This paper claims that Freud’s idea of the death drive is analogous to the will to truth in traditional philosophy and can be better understood as a truth drive. The argument is based upon Nietzsche’s interpretation of the will to truth as a concealed will to death. This interpretation emphasizes the opposition between truth and life; truth is a concept of constancy while life is a concept of change. Freud’s recognition of the conservative nature of the drives brings him to the paradoxical conclusion of the existence of a death drive. It is paradoxical, for Freud, since it considers death as a fundamental principle of life and as its aim. The paper suggests that by replacing the concept of death by the concept of truth and using Nietzsche’s idea of “the will to power” this paradox can be resolved without losing Freud’s insight of the dialectic nature of psychological life.

     

Persuasive argumentation and social comparison as determinants of attitude polarization

Several of our studies indicate that persuasive-arguments theory by itself is an adequate explanation of polarization. Sanders and Baron (Journal of Experimental Social Psychology 1977, 13, 303–314) criticize this research. More generally, they contend that both argumentation and comparison are involved, “with persuasive arguments facilitating the shifts motivated by social comparison.” We feel that their critique is unconvincing. Relevant portions of the standard literature are reviewed to demonstrate that social comparison is neither a necessary nor sufficient condition for polarization. Finally, we speculate about how persuasive-arguments theory could be extended to argument-poor settings (e.g., Asch's line comparison situation).     

Sheldon Smith on Newton’s Derivative: Retrospective Assignation,Externalism and the History of Mathematics

To illustrate the view that a speaker can have a partial understanding of a concept, Burge uses the example of Leibniz’s and Newton’s understanding of the concept of derivative. In a recent article, Sheldon Smith criticizes this example and maintains that Newton’s and Leibniz’s use of their derivative symbols does not univocally determine their references. The present article aims at challenging Smith’s analysis. It first shows that Smith misconstrues Burge’s position. It second suggests that the philosophical lessons one should draw from the practice of the historians of philosophy are more ambivalent than what Smith thinks.