Philosophy of Education in a Poor Historical Moment: A Personal Account

Under the post-metaphysical sky “old” humanistic-oriented education is possible solely at the cost of its transformation into its negative, into a power that is determined to diminish human potentials for self-exaltation. Nothing less than total metamorphosis is needed to rescue the core of humanistic genesis: the quest for edifying Life and resistance to the call for “home-returning” into the total harmony that is promised to us within nothingness.     

Integration of visual and vestibulo-tactile inputs affecting apparent self-motion around the line of sight

We investigated the effects of visual and vestibulo-tactile inputs on perceived self-motion. Each of 23 subjects was exposed to an optical pattern rotating around the roll axis (i.e., line of sight) while the chair, in which the subject was placed, was rotated back and forth between +/-70 degrees (i.e., large rolling) or between +/-35 degrees (i.e., small rolling) from the gravitational vertical. Each subject judged perceived velocity of self-motion under each of 16 combinations of pattern velocity and chair velocity. The main results were the following: (1) The mean estimation increased with pattern velocity, and it also increased with chair velocity, (2) to attain a constant perceived velocity of self-motion, pattern velocity was traded for chair velocity, and for the large rolling of the chair, visual inputs were more effective than vestibulo-tactile inputs, whereas for the small rolling, the inverse was true; (3) analyses of multiple regression, when applied to the mean estimations, showed that for both rollings of the chair, the visual component dominated over the vestibulo-tactile component, but for the small rolling of the chair, the difference in effectiveness between the two components was attenuated. We discuss these findings in terms of visual-vestibular interaction.