A SKETCH ON NĀGĀRJUNA'S PERSPECTIVES ON "RELATION"

ABSTRACT The aim of this paper is to provide a sketch on the way Nāgārjuna deals with the idea of 'relation'. The concept of 'relation' as expressed in the Pāli sources is here theoretically systematized according to three patterns: 1. (onto)logical, 2. strictly subordinative existential, 3. non-strictly subordinative existential. After having discussed Nāgārjuna's acceptance and treatment of these three patterns, particular attention is paid to the non-strictly subordinative existential relation. This kind of relation is meant to describe the way the factors of the conditioned co-origination are linked to each other and is exemplified by Nāgārjuna by means of the father-son bond. A possible way to explain the conditioned co-origination doctrine in the light of the father-son example is here suggested by having resource to the 'Cambridge change' theory. Even if in the Pāli Canon the non-strictly subordinative existential pattern is said to apply to all the other factors of the conditioned co-origination, there is no direct evidence that it concerns also the avidyā-saṃskāras link. It will be shown how Nāgārjuna, by applying it to the avidyā-saṃskāras link, seems to introduce a new perspective in the conditioned co-origination theory.

BUDDHISM AND MODERNITY: IN THE MARGIN OF DONALD S. LOPEZ JR.'S "BUDDHISM AND SCIENCE

ABSTRACT The present article aims at setting the issue of the relationship between Buddhism and science in a historical and philosophical frame wider than that one taken into account by the international scholarship so far. The historical point of view allows us to conclude that the narrative that connects Buddhism with science is not based on features intrinsic to Buddhist thought. In fact, such narrative prospered thanks to the development of a dialectic, typical of the 18th and 19th centuries, between science and religion. The philosophical point of view allows us to conclude that such narrative is backed by a metaphysical-like thought that denies the specificity of both science and Buddhism.

Teaching mathematics and programming : new approaches with empirical evaluation

Programming and mathematics are core areas of computer science (CS) and consequently also important parts of CS education. Introductory instruction in these two topics is, however, not without problems. Studies show that CS students find programming difficult to learn and that teaching mathematical topics to CS novices is challenging. One reason for the latter is the disconnection between mathematics and programming found in many CS curricula, which results in students not seeing the relevance of the subject for their studies. In addition, reports indicate that students' mathematical capability and maturity levels are dropping. The challenges faced when teaching mathematics and programming at CS departments can also be traced back to gaps in students' prior education. In Finland the high school curriculum does not include CS as a subject; instead, focus is on learning to use the computer and its applications as tools. Similarly, many of the mathematics courses emphasize application of formulas, while logic, formalisms and proofs, which are important in CS, are avoided. Consequently, high school graduates are not well prepared for studies in CS. Motivated by these challenges, the goal of the present work is to describe new approaches to teaching mathematics and programming aimed at addressing these issues: Structured derivations is a logic-based approach to teaching mathematics, where formalisms and justifications are made explicit. The aim is to help students become better at communicating their reasoning using mathematical language and logical notation at the same time as they become more confident with formalisms. The Python programming language was originally designed with education in mind, and has a simple syntax compared to many other popular languages. The aim of using it in instruction is to address algorithms and their implementation in a way that allows focus to be put on learning algorithmic thinking and programming instead of on learning a complex syntax. Invariant based programming is a diagrammatic approach to developing programs that are correct by construction. The approach is based on elementary propositional and predicate logic, and makes explicit the underlying mathematical foundations of programming. The aim is also to show how mathematics in general, and logic in particular, can be used to create better programs.

Lärande som text : en dramapedagogiskt förankrad läsning av det kroppsliga, rumsliga och retoriska i kunskapsbildande processer

My presupposition, that learning at some level deals with life praxis, is expressed in four metaphors: space, time, fable and figure. Relations between learning,knowledge building and meaning making are linked to the concept of personal knowledge. I present a two part study of learning as text in a drama pedagogical rooted reading where learning is framed as the ongoing event, and knowledge, as the product of previous processes, is framed as culturally formed utterances. A frame analysis model is constructed as a topological guide for relations between the two concepts learning and knowledge. It visualises an aesthetic understanding, rooted in drama pedagogical comprehension. Insight and perception are linked in an inner relationship that is neither external nor identical. This understanding expresses the movement "in between" connecting asymmetrical and nonlinear features of human endeavour and societal issues. The performability of bodily and oral participation in the learning event in a socio-cultural setting is analysed as a dialogised text. In an ethnographical case study I have gathered material with an interest for the particular. The empirical material is based on three problem based learning situations in a Polytechnic setting. The act of transformation in the polyphony of the event is considered as a turning point in the narrative employment. Negotiation and figuration in the situation form patterns of the space for improvisation (flow) and tensions at the boundaries (thresholds) which imply the logical structure of transformation. Learning as a dialogised text of "yes" and "no", of structure and play for the improvised, interrelate in that movement. It is related to both the syntagmic and the paradigmatic forms of thinking. In the philosophical study, forms of understanding are linked to the logical structure of transformation as a cultural issue. The classical rhetorical concepts of Logos, Pathos, Ethos and Mythos are connected to the multidimensional rationality of the human being. In the Aristotelian form of knowledge, phronesis,a logic structure of inquiry is recognised. The shifting of perspectives between approaches, the construction of knowledge as context and the human project of meaning making as a subtext, illuminates multiple layers of the learning text. In an argumentation that post-modern apprehension of knowledge, emphasising contextual and situational values, has an empowering impact on learning, I find pedagogical benefits. The dialogical perspective has opened lenses that manage to hold in aesthetic doubling the individual action of inquiry and the stage with its cultural tools in a three dimensional reading.

Työntömastotrukkien tuotannon optimointi

Tutkimuksessa luodaan Tuko Logistics Oy:n työntömastotrukkien toimintaa opti-moivia toimintaehdotuksia varastonohjausjärjestelmästä saatavan työntömastotruk-kidatan pohjalta. Tutkimus on toteutettu haastattelututkimuksena ja käyttäen apuna tieteellisiä julkaisuja. Tehtävien lomittamistutkimuksen ja loogiseen päättelyn tulok-sena on luotu kaksi toimintaehdotusta: A ja B. Toimintaehdotusten vaikutuksia van-haan järjestelmään verrataan mittareilla, joista osa on tehty jonoteorian jonomallien laskukaavojen pohjalta. Mittareita ovat: tehdyt tehtävät tunnissa, tuottamattoman ajon suhde tuottavaan, normaalitehtäväjonon pituus ja normaalitehtäväjonon koko-naisodotusaika. Toimintaehdotus B osoittautuu tehokkaammaksi ehdotukseksi, mutta Toimintaehdotus A:lla voi varmistaa tehtävien riittämisen työntömastotrukeille. Tut-kimuksessa ehdotetaan myös muita työntömastotrukkien toimintaa optimoivia muu-toksia, jotka voidaan ottaa käyttöön jokaisessa toimintamallissa.

One reason, several logics

Humans have used arguments for defending or refuting statements long before the creation of logic as a specialized discipline. This can be interpreted as the fact that an intuitive notion of "logical consequence" or a psychic disposition to articulate reasoning according to this pattern is present in common sense, and logic simply aims at describing and codifying the features of this spontaneous capacity of human reason. It is well known, however, that several arguments easily accepted by common sense are actually "logical fallacies", and this indicates that logic is not just a descriptive, but also a prescriptive or normative enterprise, in which the notion of logical consequence is defined in a precise way and then certain rules are established in order to maintain the discourse in keeping with this notion. Yet in the justification of the correctness and adequacy of these rules commonsense reasoning must necessarily be used, and in such a way its foundational role is recognized. Moreover, it remains also true that several branches and forms of logic have been elaborated precisely in order to reflect the structural features of correct argument used in different fields of human reasoning and yet insufficiently mirrored by the most familiar logical formalisms.

The relation between the general maxim of causality and the principle of uniformity in hume's theory of knowledge

ABSTRACT When Hume, in the Treatise on Human Nature, began his examination of the relation of cause and effect, in particular, of the idea of necessary connection which is its essential constituent, he identified two preliminary questions that should guide his research: (1) For what reason we pronounce it necessary that every thing whose existence has a beginning should also have a cause and (2) Why we conclude that such particular causes must necessarily have such particular effects? (1.3.2, 14-15) Hume observes that our belief in these principles can result neither from an intuitive grasp of their truth nor from a reasoning that could establish them by demonstrative means. In particular, with respect to the first, Hume examines and rejects some arguments with which Locke, Hobbes and Clarke tried to demonstrate it, and suggests, by exclusion, that the belief that we place on it can only come from experience. Somewhat surprisingly, however, Hume does not proceed to show how that derivation of experience could be made, but proposes instead to move directly to an examination of the second principle, saying that, "perhaps, be found in the end, that the same answer will serve for both questions" (1.3.3, 9). Hume's answer to the second question is well known, but the first question is never answered in the rest of the Treatise, and it is even doubtful that it could be, which would explain why Hume has simply chosen to remove any mention of it when he recompiled his theses on causation in the Enquiry concerning Human Understanding. Given this situation, an interesting question that naturally arises is to investigate the relations of logical or conceptual implication between these two principles. Hume seems to have thought that an answer to (2) would also be sufficient to provide an answer to (1). Henry Allison, in his turn, argued (in Custom and Reason in Hume, p. 94-97) that the two questions are logically independent. My proposal here is to try to show that there is indeed a logical dependency between them, but the implication is, rather, from (1) to (2). If accepted, this result may be particularly interesting for an interpretation of the scope of the so-called "Kant's reply to Hume" in the Second Analogy of Experience, which is structured as a proof of the a priori character of (1), but whose implications for (2) remain controversial.

The mathematics of McTaggart's paradox

Mc Taggart's celebrated proof of the unreality of time is a chain of implications whose final step asserts that the A-series (i.e. the classification of events as past, present or future) is intrinsically contradictory. This is widely believed to be the heart of the argument, and it is where most attempted refutations have been addressed; yet, it is also the only part of the proof which may be generalised to other contexts, since none of the notions involved in it is specifically temporal. In fact, as I show in the first part of the paper, McTaggart's refutation of the A-series can be easily interpreted in mathematical terms; subsequently, in order to strengthen my claim, I apply the same framework by analogy to the cases of space, modality, and personal identity. Therefore, either McTaggart's proof as a whole may be extended to each of these notions, or it must embed some distinctly temporal element in one of the steps leading up to the contradiction of the A-series. I conclude by suggesting where this element might lay, and by hinting at what I believe to be the true logical fallacy of the proof.

Carnap and Kuhn on linguistic frameworks and scientific revolutions

Several recent works in history and philosophy of science have re-evaluated the alleged opposition between the theses put forth by logical empiricists such as Carnap and the so-called "post-positivists", such as Kuhn. Although the latter came to be viewed as having seriously challenged the logical positivist views of science, recent authors (e.g., Friedman, Reisch, Earman, Irzik and Grünberg) maintain that some of the most notable theses of the Kuhnian view of science have striking similarities with some aspects of Carnap's philosophy. Against that reading, Oliveira and Psillos argue that within Carnap's philosophy there is no place for the Kuhnian theses of incommensurability, holism, and theory-ladenness of observations. This paper presents each of those readings and argues that Carnap and Kuhn have non-opposing views on holism, incommensurability, the theory-ladenness of observations, and scientific revolutions. We note at the very end - without dwelling on the point, however - that they come apart on other matters, such as their views on metaphysics and on the context of discovery/justification distinction.

TOWARDS A PHILOSOPHICAL UNDERSTANDING OF THE LOGICS OF FORMAL INCONSISTENCY

Abstract In this paper we present a philosophical motivation for the logics of formal inconsistency , a family of paraconsistent logics whose distinctive feature is that of having resources for expressing the notion of consistency within the object language in such a way that consistency may be logically independent of non-contradiction. We defend the view according to which logics of formal inconsistency may be interpreted as theories of logical consequence of an epistemological character. We also argue that in order to philosophically justify paraconsistency there is no need to endorse dialetheism, the thesis that there are true contradictions. Furthermore, we show that mbC , a logic of formal inconsistency based on classical logic, may be enhanced in order to express the basic ideas of an intuitive interpretation of contradictions as conflicting evidence.

Inferential Rationality and Internalistic Scarecrows

Abstract In a recent paper, Manuel Pérez Otero attempted to turn the tables on Paul Boghossian's claim that content externalism is incompatible with the 'a priority of our logical abilities'. In reply, Boghossian argued that Pérez Otero's criticism misses the main point of his argument through concentrating on the semantics of singular (as opposed to general) terms. I elaborate on Boghossian's reply by showing that even taken on its own terms Pérez Otero's paper fails to engage with internalism through systematically misrepresenting what a truly internalistic account of the semantics of singular terms should be.

Socially Competent Leadership - predictors, impacts and skilling in engineering

Earlier management studies have found a relationship between managerial qualities and subordinate impacts, but the effect of managers‘ social competence on leader perceptions has not been solidly established. To fill the related research gap, the present work embarks on a quantitative empirical effort to identify predictors of successful leadership. In particular, this study investigates relationships between perceived leader behavior and three selfreport instruments used to measure managerial capability: 1) the WOPI Work Personality Inventory, 2) Raven‘s general intelligence scale, and 3) the Emotive Communication Scale (ECS). This work complements previous research by resorting to both self-reports and other-reports: the results acquired from the managerial sample are compared to subordinate perceptions as measured through the ECS other-report and the WOPI360 multi-source appraisal. The quantitative research is comprised of a sample of 8o superiors and 354 subordinates operating in eight Finnish organizations. The strongest predictive value emerged from the ECS self- and other-reports and certain personality dimensions. In contrast, supervisors‘ logical intelligence did not correlate with leadership perceived as socially competent by subordinates. 16 of the superiors rated as most socially competent by their subordinates were selected for case analysis. Their qualitative narratives evidence the role of life history and post-traumatic growth in developing managerial skills. The results contribute to leadership theory in four ways. First, the ECS self-report devised for this research offers a reliable scale for predicting socially competent leader ability. Second, the work identifies dimensions of personality and emotive skills that can be considered predictors of managerial ability and benefited from in leader recruitment and career planning. Third, the Emotive Communication Model delineated on the basis of the empirical data allows for a systematic design and planning of communication and leadership education. Fourth, this workfurthers understanding of personal growth strategies and the role of life history in leader development and training. Finally, this research advances educational leadership by conceptualizing and operationalizing effective managerial communications. The Emotive Communication Model devised directs the pedagogic attention in engineering to assertion, emotional availability and inspiration skills. The proposed methodology addresses classroom management strategies drawing from problem-based learning, student empowerment, collaborative learning, and so-called socially competent teachership founded on teacher immediacy and perceived caring, all constituting strategies moving away from student compliance and teacher modelling. The ultimate educational objective embraces the development of individual engineers and organizational leaders that not only possess traditional analytical and technical expertise and substantive knowledge but are intelligent also creatively, practically, and socially.

Application of fuzzy logic for the evaluation of livestock slaughtering

The fuzzy logic admits infinite intermediate logical values between false and true. With this principle, it developed in this study a system based on fuzzy rules, which indicates the body mass index of ruminant animals in order to obtain the best time to slaughter. The controller developed has as input the variables weight and height, and as output a new body mass index, called Fuzzy Body Mass Index (Fuzzy BMI), which may serve as a detection system at the time of livestock slaughtering, comparing one another by the linguistic variables "Very Low", "Low", "Average ", "High" and "Very High". For demonstrating the use application of this fuzzy system, an analysis was made with 147 Nellore beeves to determine Fuzzy BMI values for each animal and indicate the location of body mass of any herd. The performance validation of the system was based on a statistical analysis using the Pearson correlation coefficient of 0.923, representing a high positive correlation, indicating that the proposed method is appropriate. Thus, this method allows the evaluation of the herd comparing each animal within the group, thus providing a quantitative method of farmer decision. It was concluded that this study established a computational method based on fuzzy logic that mimics part of human reasoning and interprets the body mass index of any bovine species and in any region of the country.

Sumea suositin elokuville

Suositusmenetelmien tarkoituksena on auttaa käyttäjää löytämään häntä kiinnostavia asioita ja välttämään asioita, joista hän ei pitäisi. Suositusmenetelmät antavat suosituk- set yleensä terävinä lukuina. Tässä työssä kehitetään suositusmenetelmä, joka antaa suo- situkset arvosanojen sumeina jäsenyysasteina. Menetelmän antamat suositukset voidaan myös perustella käyttäjälle. Menetelmä kuuluu pääosin yhteisösuodatusmenetelmiin, jois- sa suositukset tehdään käyttäjien antamien arvosanojen perusteella, mutta myös tietoa elokuvien tyylilajeista hyödynnetään suositustarkkuuden parantamiseksi. Sumeiden suo- situsten suositeltavuusjärjestyksen laskemiseen esitetään myös menetelmä. Käyttäjien elokuville antamat arvosanat voidaan käsittää sumeana datana. Käyttäjä voi kuvata arvosanaa esimerkiksi ilmaisulla ”noin 4”. Tästä syystä on loogista esittää suo- situksetkin sumeina lukuina. Tällöin käyttäjälle voidaan antaa tietoa suosituksen tark- kuudesta ja mahdollisista ristiriidoista. Epävarmojen suositusten tapauksessa käyttäjä voi painottaa enemmän muita tietolähteitä. Kokeiden perusteella kehitetty menetelmä antaa joissa tapauksissa selvästi vertailtavia menetelmiä parempia suosituksia, kun taas toisissa tapauksissa suositukset ovat selvästi heikompia.

Eräs näkökulma näkökulmiin

Kirjallisuusarvostelu