Misrecognition, Misrecognition, and Fallibility

Misrecognition from other individuals and social institutions is by its dynamic or ‘logic’ such that it can lead to distorted relations-to-self, such as self-hatred, and can truncate the development of the central capabilities of persons. Thus it is worth trying to shed light on how misrecognition differs from adequate recognition, and on how misrecognition might differ from other kinds of mistreatment and disregard. This paper suggests that misrecognition (including nonrecognition) is a matter of inadequate responsiveness to the normatively relevant features of someone (their personhood, merits, needs etc.), and that if the kind of mistreatment in question obeys the general dynamic or ‘logic’ of mutual recognition and relations-to-self, then it may be called ‘misrecognition’. Further, this article considers the multiple connections between misrecognition and human fallibility. The capacity to get things wrong or make mistakes (that is, fallibility) is first of all a condition of misrecognition. Furthermore, there are two lessons that we can draw from fallibility. The first one points towards minimal objectivism: if something is to count as a mistake or incorrect response, there must accordingly exist a fact of the matter or a correct response. The other lesson points towards public equality: if our capacity to get things right on our own is limited, then public, shared norms will probably help. Such norms are easier to know and follow than objective normative truths, and they may contain collective cumulative wisdom; and of course the process of creating public norms embodies in itself an important form of mutual recognition between citizens.     

Effects of an Online Acceptance and Commitment Therapy Intervention on Children’s Quality of Life

Journal of Child and Family Studies - The present study examined if an Acceptance and Commitment Therapy (ACT)–based online intervention for parents had indirect effects on their...     

Stimulus class formation and concept learning: establishment of within- and between-set generalization and transitive relationships via conditional discrimination procedures

Three students with moderate mental retardation were taught a complex stimulus class with a two-choice conditional discrimination procedure applied across eight 10-member stimulus sets. Each set was composed of five age-appropriate and five age-inappropriate examples of clothing, accessories, and leisure items (e.g., a Walkman radio). Discrimination training was programmed serially across each set, and generalization probes were conducted concurrently among all sets. Generalization probes consisted of unreinforced conditional matching trials with comparison items being drawn from (a) the set undergoing training (within-set probes), (b) sets not undergoing training (between-set probes), and (c) both sample and comparison items from different sets (transitive stimulus control probes). Results indicate that within-set generalization, between-set generalization, and transitive stimulus relations controlled responding by all 3 students for items that had been contingently associated with reinforcement. However, items that gained control of responding through within-set and between-set generalization alone (i.e., not acquired through contingent reinforcement) remained at baseline levels during transitive stimulus control probes. Results are discussed in terms of a taxonomy of multiple sources of stimulus control that underlie socially defined and maintained stimulus classes.     

Unity for the sake of missions

Pentecostal-Charismatic Christians form a block of over 600 million people inside Christianity. This article assesses the theological and missiological reasons behind the development of Pentecostal-Charismatic Christians since the beginning of the 20th century. Pentecostals have been hesitant in developing contacts with the World Council of Churches (WCC) and conciliar churches, fearing to be connected to a collaboration that is more human-oriented than spirit-oriented. Slowly, however, the openness toward visible, concrete cooperation on a larger basis has developed in mutual dialogue with others, such as the Global Christian Forum, which represents the Roman Catholic Church, the WCC, the World Evangelical Alliance, and the Pentecostal World Fellowship. Pentecostals today are involved in many kinds of collaboration between the different denominations among themselves but also with other evangelical and even conciliar churches when possible, to fulfil the Great Commission of Jesus Christ.     

Pedagogy as a Framework for a Proper Dialogue between Science and Literature

An aim of science is to find truths about reality. These truths are collected together to form systematic knowledge structures called theories. Theories are intended to create a truthful picture of the reality behind the study. Together with all the other fields of science we get a (complete) scientific picture or a world view. This scientific world view is open in the sense that not all truths are known by scientists and not all present day theories are true. So, there is no reason to assume that any field of science has been or will be completed; science is essentially progressive, or an open ended approach. Science is not the only method of picturing, but the view that science is the best human method for knowledge acquisition is well justified. Knowledge is not all we humans are looking for; we need to make our lives meaningful. The meaningfulness may be achieved through science, art, or practical activity. It is interesting to compare literature and science. Both are expressed linguistically, but the aims of literature and science seem to be very different. We are looking for the theoretical interconnection between science and literature, but the proper dialogue can be found not through science, literature or philosophy, but through pedagogy.     

Secular ethics education as an alternative to religious education – Finnish teachers’ views

This study provides a Finnish perspective to international discussions on religious and worldviews education through the subject of secular ethics. This subject has been offered in Finland since 1985 throughout comprehensive schools and is primarily directed at students who are non-affiliated. Secular ethics education has scarcely been researched and is here investigated through secular ethics teachers’ views. The results highlight key characteristics of the subject, which in teachers’ views single out the subject from religious education classes. Key characteristics include gaining multiple perspectives on religions and worldviews, focusing on interactive, social and critical skills, and focusing on students’ personal identities and growth as human beings. In addition, specific challenges and possibilities of the subject of secular ethics arise, which may be taken into consideration in developing a future integrative subject of worldview education in Finland.     

On the Respective Roles of Nitric Oxide and Carbon Monoxide in Long-Term Potentiation in the Hippocampus

Perfusion of hippocampal slices with an inhibitor of nitric oxide (NO) synthase-blocked induction of long-term potentiation (LTP) produced by a one-train tetanus and significantly reduced LTP by a two-train tetanus, but only slightly reduced LTP by a four-train tetanus. Inhibitors of heme oxygenase, the synthetic enzyme for carbon monoxide (CO), significantly reduced LTP by either a two-train or four-train tetanus. These results suggest that NO and CO are both involved in LTP but may play somewhat different roles. One possibility is that NO serves a phasic, signaling role, whereas CO provides tonic, background stimulation. Another possibility is that NO and CO are phasically activated under somewhat different circumstances, perhaps involving different receptors and second messengers. Because NO is known to be activated by stimulation of NMDA receptors during tetanus, we investigated the possibility that CO might be activated by stimulation of metabotropic glutamate receptors (mGluRs). Consistent with this idea, long-lasting potentiation by the mGluR agonist tACPD was blocked by inhibitors of heme oxygenase but not NO synthase. Potentiation by tACPD was also blocked by inhibitors of soluble guanylyl cyclase (a target of both NO and CO) or cGMP-dependent protein kinase, and guanylyl cyclase was activated by tACPD in hippocampal slices. However, biochemical assays indicate that whereas heme oxygenase is constitutively active in hippocampus, it does not appear to be stimulated by either tetanus or tACPD. These results are most consistent with the possibility that constitutive (tonic) rather than stimulated (phasic) heme oxygenase activity is necessary for potentiation by tetanus or tACPD, and suggest that mGluR activation stimulates guanylyl cyclase phasically through some other pathway.     

On the Respective Roles of Nitric Oxide and Carbon Monoxide in Long-Term Potentiation in the Hippocampus

Perfusion of hippocampal slices with an inhibitor nitric oxide (NO) synthase blocked induction of long-term potentiation (LTP) produced by a one-train tetanus and significantly reduced LTP by a two-train tetanus, but only slightly reduced LTP by a four-train tetanus. Inhibitors of heme oxygenase, the synthetic enzyme for carbon monoxide (CO), significantly reduced LTP by either a two-train or four-train tetanus. These results suggest that NO and CO are both involved in LTP but may play somewhat different roles. One possibility is that NO serves a phasic, signaling role, whereas CO provides tonic, background stimulation. Another possibility is that NO and CO are phasically activated under somewhat different circumstances, perhaps involving different receptors and second messengers. Because NO is known to be activated by stimulation of NMDA receptors during tetanus, we investigated the possibility that CO might be activated by stimulation of metabotropic glutamate receptors (mGluRs). Consistent with this idea, long-lasting potentiation by the mGluR agonist tACPD was blocked by inhibitors of heme oxygenase but not NO synthase. Potentiation by tACPD was also blocked by inhibitors of soluble guanylyl cyclase (a target of both NO and CO) or cGMP-dependent protein kinase, and guanylyl cyclase was activated by tACPD in hippocampal slices. However, biochemical assays indicate that whereas heme oxygenase is constitutively active in hippocampus, it does not appear to be stimulated by either tetanus or tACPD. These results are most consistent with the possibility that constitutive (tonic) rather than stimulated (phasic) heme oxygenase activity is necessary for potentiation by tetanus or tACPD, and suggest that mGluR activation stimulates guanylyl cyclase phasically through some other pathway.     

The Transcendental Method and (Post-)Empiricist Philosophy of Science

This paper reconsiders the relation between Kantian transcendental reflection (including transcendental idealism) and 20th century philosophy of science. As has been pointed out by Michael Friedman and others, the notion of a “relativized a priori” played a central role in Rudolf Carnap’s, Hans Reichenbach’s and other logical empiricists’ thought. Thus, even though the logical empiricists dispensed with Kantian synthetic a priori judgments, they did maintain a crucial Kantian doctrine, viz., a distinction between the (transcendental) level of establishing norms for empirical inquiry and the (empirical) level of norm-governed inquiry itself. Even though Thomas Kuhn’s theory of scientific revolutions is often taken to be diametrically opposed to the received view of science inherited from logical empiricism, a version of this basically Kantian distinction is preserved in Kuhn’s thought. In this respect, as Friedman has argued, Kuhn is closer to Carnap’s theory of linguistic frameworks than, say, W.V. Quine’s holistic naturalism. Kuhn, indeed, might be described as a “new Kant” in post-empiricist philosophy of science. This article examines, first, the relativization of the Kantian a priori in Reichenbach’s work, arguing that while Reichenbach (after having given up his original Kantianism) criticized “transcendentalism”, he nevertheless retained, in a reinterpreted form, a Kantian-like transcendental method, claiming that the task of philosophy (of science) is to discover and analyze the presuppositions underlying the applicability of conceptual systems. Then, some reflections on Kuhn’s views on realism are offered, and it is suggested that Kuhn (as well as some other influential contributors to the realism debate, such as Hilary Putnam) can be reinterpreted as a (relativized, naturalized) Kantian transcendental idealist. Given the central importance of Kuhnian themes in contemporary philosophy of science, it is no exaggeration to claim that Kantian transcendental inquiry into the constitutive principles of empirical knowledge, and even transcendental idealism (as the framework for such inquiry), still have a crucial role to play in this field and deserve further scrutiny.