Nietzsche’s Questioning

Abstract

When Nietzsche is called a radical philosopher, it is (among other reasons) because he claims to call into question what other thinkers take for granted. In the article I concentrate on the way in which Nietzsche asks his questions, and how his questions (and the vocabulary which he uses to express his questions) develop through his writings. The article points out how Nietzsche gradually discovers his guiding question and how this search reaches its climax around 1886. This guiding question turns out to be a practical or existential one: ‘To what extent can truth endure incorporation?’ (FW/GC 110 KSA 3.471).     

Attenuation of size illusion effect in dual-task conditions

We over-estimate or under-estimate the size of an object depending its background structure (e.g., the Ebbinghaus illusion). Since deciding and preparing to execute a movement is based on perception, motor performance deteriorates due to the faulty perception of information. Therefore, such cognitive process can be a source of a failure in motor performance, although we feel in control of our performance through conscious cognitive activities. If a movement execution process can avoid distraction by the illusion-deceived conscious process, the effect of the visual illusion on visuomotor performance can be eliminated or attenuated. This study investigated this hypothesis by examining two task performances developed for a target figure inducing the Ebbinghaus size illusion: showing visually perceived size of an object by index finger-thumb aperture (size-matching), and reaching out for the object and pretending to grasp it (pantomimed grasping). In these task performances, the size of the index finger-thumb aperture becomes larger or smaller than the actual size, in accordance with the illusion effect. This study examined whether the size illusion effect can be weakened or eliminated by the dual-task condition where actors’ attention to judge the object’s size and to produce the aperture size is interrupted. 16 participants performed the size-matching and pantomimed grasping tasks while simultaneously executing a choice reaction task (dual task) or without doing so (single task). Using an optical motion capture system, the size-illusion effect was analyzed in terms of the aperture size, which indicates the visually perceived object size. The illusion effect was attenuated in the dual task condition, compared to it in the single task condition. This suggests that the dual task condition modulated attention focus on the aperture movement and therefore the aperture movement was achieved with less distraction caused by illusory information.     

Unconscious processing of coarse visual information during anticipatory threat

Rapid detection of threats has been proposed to rely on automatic processing of their coarse visual features. However, it remains unclear whether such a mechanism is restricted to detection of threat cues, or whether it reflects a broader sensitivity to even neutral coarse visual information features during states of threat. We used a backward masking task in which participants discriminated the orientation of subliminally presented low (3 cpd) and high (6 cpd) spatial frequency gratings, under threat (of shock) and safe conditions. Visual awareness of the gratings was assessed objectively using an additional localization task. When participants were unaware of the gratings, above chance and improved discrimination of low-spatial frequency gratings was observed under threat compared to safe trials. These findings demonstrate unconscious processing of neutral coarse visual information during threat state, supporting the view that automatic threat detection may rely on a general facilitation of coarse features irrespective of threat content.     

An investigation into the jumping-to-conclusions bias in social anxiety

‘Jumping-to-Conclusions’ (JTC) is a data-gathering bias characterised by hasty decision-making, and is typically seen in individuals with high levels of delusions or paranoia. JTC has also been found in people with high trait and state anxiety. The present study aimed to explore the relationship between JTC and trait social anxiety and state anxiety, given paranoia is common in both social anxiety and psychotic disorders. One-hundred-and-eighty-six undergraduate students were allocated to a manipulation or control condition, and classified as high or low socially anxious. All participants completed the ‘beads task’ to assess JTC, and the State-Trait Anxiety Inventory (state subscale) to assess state anxiety. Participants in the manipulation condition were given an anxiety-inducing situation. Although the manipulation was effective in inducing state anxiety, there was no significant correlation between JTC and trait or state social anxiety. High socially anxious individuals showed more conservative decision-making than controls over time, which was posited to be caused by inhibited working memory resulting from increased state anxiety.     

Launching a Dream to Foster a New Consciousness

I had an unexpected encounter on a far island off the coast of Australia with a group of young people. These young people wanted to escape from the modern world and they inspired my conviction: that we must do our best to reshape our world and make it a place acceptable for the younger generation. I realized that it is the dominant consciousness of an epoch that creates the structures and the practices of an epoch. We must now address the task of evolving or co-evolving our world's dominant consciousness. The fear and insecurity produced by this current dominant consciousness has created humanity's current sad condition. The Giordano Bruno GlobalShift University declares its mission to be a “state of the art” global institution. It has the clear-cut objective of fostering a new consciousness, defeating ignorance, and providing an affordable world-class education that permits economically less privileged people to take an active part in the construction of a better world. Our first tenet is the bio-epistemological “non- subordinate” horizontal model of education. This tenet is joined with our commitment to a cross-cultural social, interdisciplinary, and stereo-cognitive interaction-based academic platform. It is a platform that can empower young people to attain an innovative holistic view of the world and of themselves.     

Metaphilosophical Criteria for Worldview Comparison

Philosophy lacks criteria to evaluate its philosophical theories. To fill this gap, this essay introduces nine criteria to compare worldviews, classified in three broad categories: objective criteria (objective consistency, scientificity, scope), subjective criteria (subjective consistency, personal utility, emotionality), and intersubjective criteria (intersubjective consistency, collective utility, narrativity). The essay first defines what a worldview is and exposes the heuristic used in the quest for criteria. After describing each criterion individually, it shows what happens when each of them is violated. From the criteria, it derives assessment tests to compare and improve different worldviews. These include the is‐ought, ought‐act, and is‐act first‐order tests; the critical and dialectical second‐order tests; the mixed‐questions and first‐second‐order third‐order tests; and the we‐I, we‐it, and it‐I tests. The essay then applies these criteria and tests to a concrete example, comparing the Flying Spaghetti Monster deity with Intelligent Design. For another application, it draws more general fruitful suggestions for the dialogue between science and religion.     

Costs and Benefits of Autonomy When Learning a Task: An Experimental Approach

ABSTRACT

Previous findings suggested that the positive relationship between autonomy and learning outcomes (such as improved task performance) only holds up until a certain optimum level of autonomy has been reached. This assumption was investigated in an experimental study where 95 participants had to learn a computer task. During the learning phase, we manipulated autonomy, distinguishing among no, moderate, and full autonomy. The results revealed that, when learning a task, having autonomy is preferred to having no autonomy. However, increases in autonomy beyond a certain level (i.e., full versus moderate autonomy) will not yield additional advantages regarding the motivation to learn and learning outcomes, and may have disadvantages in terms of learning efficiency.