koglist October 2001

koglist@maillist.ttk.hu

13 participants
38 discussions

Rachlin: ALTRUISM AND SELFISHNESS: BBS Call for Commentators

by Stevan Harnad - Behavioral & Brain Sciences

Dear Dr. Qwerty, Below is the abstract of a forthcoming BBS target article ALTRUISM AND SELFISHNESS by Howard Rachlin http://www.bbsonline.org/Preprints/Rachlin/Referees/ This article has been accepted for publication in Behavioral and Brain Sciences (BBS), an international, interdisciplinary journal providing Open Peer Commentary on important and controversial current research in the biobehavioral and cognitive sciences. Commentators must be BBS Associates or nominated by a BBS Associate. To be considered as a commentator for this article, to suggest other appropriate commentators, or for information about how to become a BBS Associate, please reply by EMAIL within three (3) weeks to: calls(a)bbsonline.org The Calls are sent to 10,000 BBS Associates, so there is no expectation (indeed, it would be calamitous) that each recipient should comment on every occasion! Hence there is no need to reply except if you wish to comment, or to nominate someone to comment. If you are not a BBS Associate, please approach a current BBS Associate (there are currently over 10,000 worldwide) who is familiar with your work to nominate you. All past BBS authors, referees and commentators are eligible to become BBS Associates. A full electronic list of current BBS Associates is available at this location to help you select a name: http://www.bbsonline.org/Instructions/assoclist.html If no current BBS Associate knows your work, please send us your Curriculum Vitae and BBS will circulate it to appropriate Associates to ask whether they would be prepared to nominate you. (In the meantime, your name, address and email address will be entered into our database as an unaffiliated investigator.) To help us put together a balanced list of commentators, please give some indication of the aspects of the topic on which you would bring your areas of expertise to bear if you were selected as a commentator. To help you decide whether you would be an appropriate commentator for this article, an electronic draft is retrievable from the online BBSPrints Archive, at the URL that follows the abstract below. _____________________________________________________________ ALTRUISM AND SELFISHNESS Howard Rachlin Psychology Department State University of New York Stony Brook, New York, 11794-2500 KEYWORDS: addiction, altruism, commitment, cooperation, defection, egoism, impulsiveness, patterning, prisoner¹s dilemma, reciprocation, reinforcement, selfishness, self-control ABSTRACT: Many situations in human life present choices between (a) narrowly preferred particular alternatives and (b) narrowly less preferred (or aversive) particular alternatives that nevertheless form part of highly preferred abstract behavioral patterns. Such alternatives characterize problems of self-control. For example, at any given moment, a person may accept alcoholic drinks yet also prefer being sober to being drunk over the next few days. Other situations present choices between (a) alternatives beneficial to an individual and (b) alternatives that are less beneficial (or harmful) to the individual that would nevertheless be beneficial if chosen by many individuals. Such alternatives characterize problems of social cooperation; choices of the latter alternative are generally considered to be altruistic. Altruism, like self-control, is a valuable temporally-extended pattern of behavior. Like self-control, altruism may be learned and maintained over an individual¹s lifetime. It needs no special inherited mechanism. Individual acts of altruism, each of which may be of no benefit (or of possible harm) to the actor, may nevertheless be beneficial when repeated over time. However, because each selfish decision is individually preferred to each altruistic decision, people can benefit from altruistic behavior only when they are committed to an altruistic pattern of acts and refuse to make decisions on a case-by-case basis http://www.bbsonline.org/Preprints/Rachlin/Referees/ ___________________________________________________________ Please do not prepare a commentary yet. Just let us know, after having inspected it, what relevant expertise you feel you would bring to bear on what aspect of the article. We will then let you know whether it was possible to include your name on the final formal list of invitees. _______________________________________________________________________ *** SUPPLEMENTARY ANNOUNCEMENTS *** (1) The authors of scientific articles are not paid money for their refereed research papers; they give them away. What they want is to reach all interested researchers worldwide, so as to maximize the potential research impact of their findings. Subscription/Site-License/Pay-Per-View costs are accordingly access-barriers, and hence impact-barriers for this give-away research literature. There is now a way to free the entire refereed journal literature, for everyone, everywhere, immediately, by mounting interoperable university eprint archives, and self-archiving all refereed research papers in them. Please see: http://www.eprints.org http://www.openarchives.org/ http://www.dlib.org/dlib/december99/12harnad.html --------------------------------------------------------------------- (2) All authors in the biobehavioral and cognitive sciences are strongly encouraged to self-archive all their papers in their own institution's Eprint Archives or in CogPrints, the Eprint Archive for the biobehavioral and cognitive sciences: http://cogprints.soton.ac.uk/ It is extremely simple to self-archive and will make all of our papers available to all of us everywhere, at no cost to anyone, forever. Authors of BBS papers wishing to archive their already published BBS Target Articles should submit it to BBSPrints Archive. Information about the archiving of BBS' entire backcatalogue will be sent to you in the near future. Meantime please see: http://www.bbsonline.org/help/ and http://www.bbsonline.org/Instructions/ --------------------------------------------------------------------- (3) Call for Book Nominations for BBS Multiple Book Review In the past, Behavioral and Brain Sciences (BBS) had only been able to do 1-2 BBS multiple book treatments per year, because of our limited annual page quota. BBS's new expanded page quota will make it possible for us to increase the number of books we treat per year, so this is an excellent time for BBS Associates and biobehavioral/cognitive scientists in general to nominate books you would like to see accorded BBS multiple book review. (Authors may self-nominate, but books can only be selected on the basis of multiple nominations.) It would be very helpful if you indicated in what way a BBS Multiple Book Review of the book(s) you nominate would be useful to the field (and of course a rich list of potential reviewers would be the best evidence of its potential impact!). *-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-* Please note: Your email address has been added to our user database for Calls for Commentators, the reason you received this email. If you do not wish to receive further Calls, please feel free to change your mailshot status through your User Login link on the BBSPrints homepage, useing your username and password above: http://www.bbsonline.org/ For information about the mailshot, please see the help file at: http://www.bbsonline.org/help/node5.html#mailshot *-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*

24 years, 6 months

pszichofiziológia helyzete

by Mark Molnar

Pszichofiziológia helyzete info -- Mark Molnar M.D., Ph.D. Institute for Psychology Hungarian Academy of Sciences Budapest, P.O.B. 398. H-1394 HUNGARY tel.: (361)-3533244 fax : (361)-2692972 e-mail: molnar(a)cogpsyphy.hu http://www.cogpsyphy.hu

24 years, 6 months

pszichofiziológia helyzete

by Mark Molnar

The following section of this message contains a file attachment prepared for transmission using the Internet MIME message format. If you are using Pegasus Mail, or any another MIME-compliant system, you should be able to save it or view it from within your mailer. If you cannot, please ask your system administrator for assistance. ---- File information ----------- File: mkorlev.doc Date: 30 Oct 2001, 14:51 Size: 29696 bytes. Type: MS-Word

24 years, 6 months

Arckifejezés felismerés -- partnerkeresés

by LORINCZ, Andras

On-line arckifejezés-felismerö rendszerünk hamarosan elkészül. FACS alapú on-line arc-animátor szoftverünk is közel készen van. Különbözö témákban kivánjuk használni a két eszközt: 1. Intelligens számitógép és emberi reakció - mérése - optimalizációja 2. Segítörendszerek: - gyermekjáték - idõsek monitorozása 3. Távoktatás Mindezekhez elsö lépésben 'cliplet-gyártó' eszközt tudunk adni, amely egymáshoz füzhetö rövid klippek 'gyartasat' tesz lehetövé. Az eszköz célja egy cliplet- szótár összeállitása. Ehhez keresek érdeklödö partnereket. www cim: http://people.inf.elte.hu/lorincz/New.html email cim: alorincz(a)matavnet.hu Udvozlettel, Lorincz Andras

24 years, 6 months

PHILOSOPHY OF SCIENCE SEMINAR, November

by Laszlo E. Szabo

Department of History and Philosophy of Science Eotvos University Budapest, Pazmany P. setany 1/A PHILOSOPHY OF SCIENCE SEMINAR (http://hps.elte.hu/seminar) ________________________________________________ Program, November 5 November 4:00 PM 6th floor 6.54 (Language: English, except all participants speak Hungarian) K a t a l i n M a r t i n a s Atomic Physics, Eotvos University, Budapest Mathematics and Theoretical Economics Some questions raised by the Post Autistic Economics Movement In June, 2000 a small group of economics students of Ecole Normale Superiore put on the web a petition protesting against economics' "uncontrolled use of mathematics". This indulgence, it said, creates "a true schizophrenia" because the mathematics has "become an end in itself" resulting in an "autistic science". Since that time PAE became a worldwide movement, with the following petition: We, economics students in the universities of ..., declare ourselves to be generally dissatisfied with the teaching that we receive. This is so for the following reasons: 1. We wish to escape from imaginary worlds! 2. We oppose the uncontrolled use of mathematics! 3. We are for a pluralism of approaches in economics! 4. Call to teachers: wake up before it is too late! We no longer want to have this autistic science imposed on us. In the lecture the logical structure of theoretical (mathematical) economics will be summarized, to pinpoint the causes of this present schizophrenia. 12 November 4:00 PM 6th floor 6.54 (Language: Hungarian) P a n e l D i s c u s s i o n Panelists: Imre Kondor(1)(2) Tamas Matolcsi(3) Istvan Nemeti(4) Laszlo Palla(5) Miklos Redei(6) Peter Van(7) Moderator: Laszlo E. Szabo(5)(6) ____________ (1) Raiffeisen Bank, Budapest (2) Physics of Complex Systems, Eotvos University, Budapest (3) Applied Analysis, Eotvos University, Budapest (4) A. Renyi Institute of Mathematics, Budapest (5) Theoretical Physics, Eotvos University, Budapest (6) History and Philosophy of Science, Eotvos University, Budapest (7) Chemical Physics, Technical University, Budapest A fizika es a matematika viszonya (Relation Between Physics and Mathematics) "Ugy tunik, a Nagy epitomester matematikus volt", idezi Feynman Jeans szavait, majd hozzateszi, "A fizikusok ... ha a termeszetrol akarnak ismereteket szerezni, meltanyolni akarjak annak szepsegeit, akkor erteniuk kell azt a nyelvet, amelyen hozzank szol." Igaz-e, hogy a termeszet egy meghatarozott nyelven szol hozzank? Ha igen, honnan tudjuk mi ezt a nyelvet? A termeszettol tanuljuk meg? Ha nem, ha a matematikanak van egy belso, ontorvenyu fejlodese, ha a matematika az emberi szellem termeke, akkor honnan az a parhuzam, hogy a termeszet ugyanazt a nyelvet beszeli, mint amit mi, tole fuggetlenul, kitalalunk? Egyaltalan, csupan nyelvrol van itt szo? A matematika szerepe a fizikaban nem tobb, mint egy nyelv, amelyen a "termeszet szepseget" elmeseljuk? Vagy a matematikai strukturak valahol melyen ott ulnek a fizikai valosagban? Ha nem, akkor csak mi belevetitjuk, belelatjuk ezeket a strukturakat a fizikai vilagba? Ha ez igy volna, belevetithetnenk egeszen mas strukturakat is? s ha igen, ha a termeszet nem kontrollalja azokat a strukturakat, amiket raaggatunk, akkor a matematikus barmit kitalalhat? Mi ezeknek a matematikai strukturaknak az ontologiai statusza? Leteznek ezek? Valahol vannak, az embertol, az emberi gondolkodastol, az emberiseg tortenelmetol fuggetlenul? Az a matematikus dolga, hogy ezeket "felfedezze", vagy az, hogy "megalkossa"? Van ertelme a SETI program kereteben az "a2+b2=c2" formulat elkuldeni tavoli ertelmes lenyeknek? s a Maxwell-egyenleteket? Egyaltalan, erdekli a fizikust, mikozben a matematikat hasznalja, hogy milyen valaszokat adunk a matematika alapjait erinto kerdesekre? Van kulonbseg a fizikus szamara a platonista, az intuicionista vagy a formalista allaspont kozott? 19 November 4:00 PM 6th floor 6.54 (Language: Hungarian) P e t e r S z e g e d i Department of History and Philosophy Science Eotvos University, Budapest A kvantummechanika stochasztikus interpretaciojanak tortenete (The History of the Stochastic Interpretation of Quantum Mechanics) Mar Schrodinger felfedezte, hogy a rola elnevezett egyenlet formailag hasonlo egyes stochasztikus folyamatokat leiro egyenletekhez, de felfedezesevel nem kezdett semmi kulonoset. Elsokent Fenyes Imre vette komolyan az analogiat, aki eloszor egy maig is joforman ismeretlen rovid angol nyelvu kozlemenyben, majd egy hires nemet nyelvu cikkben dolgozta ki elkepzeleseit. Az utobbi tanulmanyhoz mar interpretaciot is fuzott, amely szerint a kvantummechanika nem kulonbozik lenyegesen a klasszikus fizika stochasztikus jelensegkoretol, sajatossagai csupan a valoszinusegi targyalasmod kovetkezmenyei. Fenyes szazad kozepi munkajat nehanyan azonnal kovettek, de igazan nevezetesse csak Nelson valt a 60-as evek kozepen, aki a kvantummechanikai jelensegeket tulajdonkeppen egy "alacsonyabb szinten" levo Brown-mozgasnak tulajdonitotta. Idokozben az elektrodinamikaban elkezdtek vizsgalni, hogy milyen kovetkezmenyekkel jar bizonyos fizikai rendszerekre, ha hatarfeltetelul stochasztikus elektrodinamikai eroket (tereket) teteleznek fel. Az igy kapott eredmenyek konvergaltak a stochasztikus interpretacion munkalkodok eredmenyeivel. Letrejott a stochasztikus elektrodinamika mint a kvantummechanika lehetseges interpretacioja, sot alternativaja. Az eloadas a torteneti leiras mellett megprobalja felvazolni az egyes elmeletek alapjait, fo gondolatait, valamint ezek kovetkezmenyeit is. 26 November 4:00 PM 6th floor 6.54 (Language: English) R y s z a r d W o j c i c k i Institute of Philosophy and Sociology, Polish Academe of Sciences, Warsaw MULTI-REFERENTIAL SEMANTICS The talk is related to some results I have presented in my book on consequence operation published by Kluwer. We expect consequence operation to preserve truth. Now the idea of truth might be in a sense "multidimentional". Depending on a reference point one might view the same sentence as either true of false. I shall focus on informal (philosophical) questions rather than formal ones. The organizer of the seminar: L�szl� E. Szab� -- Laszlo E. Szabo Department of Theoretical Physics Department of History and Philosophy of Science Eotvos University, Budapest H-1518 Budapest, Pf. 32, Hungary Phone/Fax: (36-1)372-2924 Home: (36-1) 200-7318 Mobil/SMS: (36) 20-366-1172 http://hps.elte.hu/~leszabo *-----------------------------------------------------------------------* | A FIZINFO a fizikus informacios rendszer resze | | | | Cikk, hozzaszolas a | | | | Fizinfo(a)lists.kfki.hu | | | | cimre kuldheto. Ilyenkor a subject-sorba a cikk cimet kell irni. | | A cikk szovege a level torzse. Ez sima szoveg legyen! | | | | Informacio: http://sunserv.kfki.hu/mailman/listinfo/fizinfo | | | | A beerkezo levelek feldolgozasat program vegzi. Az emberi valaszt | | igenylo kerest, kerdest az alabbi cimek valamelyikere lehet megirni: | | | | Jenik Livia jenik(a)rmki.kfki.hu | | Kiraly Peterne kiraly(a)sunserv.kfki.hu | | | *-----------------------------------------------------------------------*

24 years, 6 months

(no subject)

by George Kampis

Kis adalek az angol felsooktatas belso vitaihoz, a hasonlatossag a magyar helyzettel nem veletlen. A foszereplo, Susan Blackmore valoban egy hires konyv szerkesztoje es szerzoje, jol ismert nev a kognitiv vilagban. udv kgy ================================================ Kampis Gyorgy, tanszekvezeto Tudomanytortenet es Tudomanyfilozofia Tanszek, ELTE, 1518 Budapest, P.O. Box 32. Tel./FAX: (36) 1 372 2924 email: gk(a)hps.elte.hu http://hps.elte.hu/~gk ================================================ Subject: Re: Academic quits over rise in bureaucracy Date: Wed, 24 Oct 2001 11:22:06 +0100 From: "Benn, Piers M W" <p.benn(a)IC.AC.UK> To: PHILOS-L(a)LISTSERV.LIV.AC.UK Nathan Widder has put the point very nicely. The phoney managerial style that is embodied in the QAA is indeed comic, and this would be more obvious if the process did not create as much anxiety as it does. I would add that what the QAA looks for has little to do with good teaching, since that is really about the quality of what you say to your students and your clarity and enthusiasm in doing so. This is almost impossible to test through a system whose main obsession is form (aims, objectives, and other spuriously differentiated categories) rather than content. It will not do to say the QAA does some good. Perhaps it does, but it also does more harm. Like the RAE, it should simply be abolished. Piers Benn Subject: Re: Academic quits over rise in bureaucracy Date: Wed, 24 Oct 2001 09:52:32 +0100 From: newidder <N.E.Widder(a)EXETER.AC.UK> To: PHILOS-L(a)LISTSERV.LIV.AC.UK >As far as I understand it, the QAA has been involved in attempting to >improve* the quality of education in Britain, With respect, you really misunderstand. I certainly don't want to suggest that universities ought to be elitest. That said, I've worked in places which are of similar status to UWE, and while there were some very bright and motivated students, the atmosphere of the whole institution made it very difficult to work there. I suppose I can understand someone leaving that sort of institution with the feeling that universities are too open to students who really don't belong there. Ironically, former polytechnics like UWE usually do very well in the QAA audits, because they are very bureaucratized already and so have all the systems in place that the QAA wants. It's the older institutions who often have to make up these systems in the 6 months to a year before the assessors arrive who struggle. The problem, as is fairly clear to anyone who even casually observes UK higher education, let alone those who work in it, is that both Tory and Labour governments have forced university expansion without providing the funds to do it -- cutting funds in real terms in fact, as well as cutting salaries. The QAA audits aren't designed to assess the problems in a department in order to better understand why these problems are there and what needs to be done to alleviate them (i.e., by providing sufficient funds not only for lectureships but for support staff, library resources, the list could go on), but only in order to condemn the department for failing to reach the required standards. Even if the intent is not to cut funds further (and who would trust that that's not the case), a low audit score damages the department in league tables and ratings, and so only makes it even more difficult for everyone to do his/her job. The result is that all bets are off because the entire process can only be confrontational. The institutions just have to do what they can to get a score of 22 or above, by hook or by crook. >and not just with making more >paperwork. Well, frankly the entire audit is nothing more than a paper process (or a collective rectal exam, really something of both). Moreover, it works on a pseudo-scientific notion of professional management that's so ludicrous it's amazing anyone participates in the process with a straight face. The department has to list its aims and objectives for its students -- the skills it seeks to give them -- and then has to show that it can "prove" that the student gets them. How do you "know" that students gain "oral skills"? Apprently only by having assessed oral presentations rather than simply unassessed ones. Now, the fact that the assessed presentations can only count about 10 percent of the final mark for a module, which means that a student can easily fail all of his/her presentations and still leave university, seems to slip the QAA's minds. Moreover, and this directly increases paperwork, the departments need to have paper trails to document every decision and discussion made. Fine, you say, departments should be able to explain themselves. But the consequence is that informal ways of dealing with problems -- which are often better for particular consequences than formal procedures -- can no longer be used. There are ways to deal with graduate teachers having problems teaching other then having a lecture disrupt an entire discussion group by sitting in on the class, then documenting the discussion that the lecturer has with the graduate teacher afterwards, to be signed by both lecturer and teacher. Frankly, since the departments don't usually have sufficient graduate help to meet their teaching needs as they stand, let alone replace people, it's a useless procedure anyway -- there's no one to replace the lousy teacher. But again, that's a resource problem the QAA can't acknowledge. When their suggestions are not followed, how can any improvement >be expected? It doesn't take an expert to see where some of the problems >lie. When students can go directly into a PhD program following graduation >from a 3-year BA, how beneficial can that be - to quality, to the next >generation of students, and to society? With respect again, that rarely happens. Unfortunately, the motivation for making students take an MA is that it forces them to pay an extra year of fees. Again, of course, the problem is that the institution's resources have been squeezed dry. Moreover, MA courses that are offered are usually no more than repeats of third year courses. The reasons: (1) staff are already committed to too much undergraduate teaching to have to create a whole new set of courses for MA level, so at best they can only tweak their undergraduate offerings and that's what gets offered; (2) the stress to recruit MA students, especially high fee overseas students means that the MA's have to appeal to students who have not had a background in the field. An MA programme in political theory, for example, ends up recruiting people who took undergraduate degrees in literature, public policy, political science with little theory in it, history, the list could go on. Moreover, because the net has to be cast wide to get enough students so the MA can turn a profit, the quality of the MA students ends up being lower than the undergraduates -- at least, the scores they need to get into an MA programme at an institution are lower than what an incoming undergraduate needs (whether that means the quality of the students themselves is lower depends on whether you think the scores accurately reflect the quality I suppose). Nathan Dr. Nathan Widder Lecturer in Political Theory University of Exeter Department of Politics Amory Building Rennes Drive Exeter EX4 4RJ United Kingdom Tel: +44 (0)1392 263 183 Fax: +44 (0)1392 263 305 http://www.ex.ac.uk/shipss/politics/staff/widder/ Messages to the list are archived at http://listserv.liv.ac.uk/archives/philos-l.html. Other philosophical resources on the Web can be found at http://www.liv.ac.uk/Philosophy/philos.html Subject: Academic quits over rise in bureaucracy Date: Tue, 23 Oct 2001 15:43:58 +0100 From: Scott Campbell <scott.campbell(a)NOTTINGHAM.AC.UK> To: PHILOS-L(a)LISTSERV.LIV.AC.UK The QAA claims another victim: ---------------- Academic quits over rise in bureaucracy Tim Greenhalgh 19 October 2001 Intolerable bureaucratic demands have driven Sue Blackmore, a prominent expert in consciousness, from university teaching and research and into the media industry. Dr Blackmore has left her job as reader in psychology at the University of the West of England to pursue a career as an academic writer and broadcaster. Her decision was made after a year's unpaid leave of absence. She said this week that while it would be "damned difficult" to make a viable living from writing, TV and radio work, it would be a relief from the growing pointlessness of institutional academic life, where the joy of thinking had been nudged aside by paperwork. "The growing teaching burden and the administrative burden made me think about the pointlessness of it all. There were the mindless meetings, timesheets, justifying every lecture on the basis of aims and outcomes rather than having the freedom to occasionally just go into a lecture theatre and talk freely about any given subject," she said. Dr Blackmore said that the rapid widening of access to institutional higher education had been a mistake. It had devalued the degree as a mark of quality and learning. It had also devalued and demoralised those who taught. "It was too elite when I was a student at Oxford University but too many students are struggling now, doing it because it's what they need. There's no value here if what's been learnt is neither used nor enjoyed. It's gone far enough. "People will find other ways to study and we need to be much more imaginative about lifelong learning," she said. Dr Blackmore said that the degree system should not be based on status or wealth but should have an element of elitism. She said:"I'm very keen on the idea that the people in the best universities should be the best, the cleverest, most able and most intelligent people. They should be paid to go there." Dr Blackmore said the government, concerned as it is with excellence, could transform academic culture by abolishing the Quality Assurance Agency and call a halt to any further research assessment exercises. Dr Blackmore is writing a textbook on consciousness, as well as writing and broadcasting. ------------------- __________________________________ Dr Scott Campbell, Department of Philosophy, University of Nottingham, University Park, Nottingham, NG7 2RD, U.K. and: Institute for the Study of Genetics, Biorisks and Society (IGBiS), University of Nottingham. (44 + 115) 8466 964 __________________________________ Messages to the list are archived at http://listserv.liv.ac.uk/archives/philos-l.html. Other philosophical resources on the Web can be found at http://www.liv.ac.uk/Philosophy/philos.html

24 years, 6 months

PHILOSOPHY OF SCIENCE SEMINAR, S. Soos

by Laszlo E. Szabo

Philosophy of Science Seminar Department of History and Philosophy of Science Budapest, Pazmany Setany 1/A (http://hps.elte.hu/deminar) _______________________________________ 29** October 4:00 PM 6th floor 6.54 Sandor Soos HPS, Eotvos, Budapest Mit jelent a "Mit jelent a faj?" kerdes? (What does the "What do species mean?" question mean? ) A cimbe agyazott kerdes egy specialis fajtabol valo: egyarant folmerul - es egyarant vitatott - a biologia es a tudomanyfilozofia teruleten, s szovevenyesen osszefonodik a metafizika/ontologia osregi problemaival. Specialis helyzetebol adodoan a valasz szamos iranyban keresheto - mas elegtene ki a biologust, s megint mas a metaszintu diszciplinak kepviselojet. Az eloadas fo celkituzese eppen annak feltarasa, hogy hany ill. hanyfele ertelmet explikalhatjuk a kerdesnek az eddigi valaszkiserletek, s azon kontextusok alapjan, amelyekben gyakran elofordul. A "species problem" elnevezesu tematika egy olyan, attekinto terkepet kivanja megrajzolni, ahol a biologia fajfogalmai, az arisztotelianus es a Quine-i (valamint a kognitv pszichologiai) termeszeti fajtak, a formalis ontologia osztaly- es individuumfogalmai stb. nyujtanak tampontot a tajekozodashoz. ** The organizer of the seminar wants to apologize to the lecturer and the participants for being absent from the talk of 29 October, because of a short visit to Holland. The organizer of the seminar: Laszlo E. Szabo

24 years, 6 months

Toth Imre eloadasa megegy hettel eltolodik

by Laszlo E. Szabo

Hirdetmeny! Toth Imre eloadasa a nov. 1 miatt megegy hettel eltolodik! Tehat: Toth Imre (Az Isten es geometria c. konyv szerzoje) Matematika-torteneti eloadasok Muszaki Egyetem St.(Stoczek) ep. IV.27 November 8-tol egy honapon at minden csutortok este 6-8-ig _______________________ Feher Marta

24 years, 6 months

MFT 2001 október

by Kollár József

file:///C|/Dokumentumok/egy oktatás 2001 ősz/kollar-humeeszt.htm

24 years, 6 months

konyvbemutatok

by Csaba PLEH

Kedves Barataim ! Most csutortokon, azaz 25-en 17 orakor konyvbemutato lesz az OSIRIS KONYVESBOLTban, Veres Palne utca. Bemutatott konyvek A. Baddeley: Az emberi emlekezet Oatley es Jenkins: Az erzelmek vilaga M. Donald: Az emberi gondolkodas eredete D. Sperber: A kultura magyarazata Felvezetot mond Buda Bela es Pleh Csaba Mindekit szerettel varunk. Pleh Csaba Csaba Pleh, professor of psychology Department of Information Management Technical University of Budapest Budapest Sztoczek u. 2 H-1111 Phone: (361) 4631832, Fax: (361)4631225 email: pleh(a)itm.bme.hu also at the Department of Psychology, University of Szeged Home: Budakeszi Zichy P. u. 4 H-2092 Hungary (36)(23)453933 Fax:932 Editor: Hungarian Review of Psychology

24 years, 6 months

2026

2025

2024

2023

2022

2021

2020

2019

2018

2017

2016

2015

2014

2013

2012

2011

2010

2009

2008

2007

2006

2005

2004

2003

2002

2001

2000

1999

1998

1997

1996

1995

1994

1993

koglist October 2001