Act/Content/Object, Act/Object, or Just Object?

2021 ◽  
pp. 215-248
Author(s):  
Mark Textor
Keyword(s):  
Neutral Monism ◽  
Content Object

Thus chapter revolves around the act/content/object distinction. Russell characterized Austrian Psychology, Cambridge Realism, Idealism, and Neutral Monism with respect to their different treatments of this distinction. The Cambridge Realists like Russell and Moore argued that the distinction between act and object is given introspectively, but that there is no distinction between content and object. The Neutral Monists (American Realists) like James argued that there is no act/object distinction and that, consequently, there is no intrinsic distinction between the mental and physical. Russell changed tack by arguing for the existence of the distinction on the basis of ‘hypotheses’. He held a hybrid position: there is no act/object distinction in sensation, but the full act/content/object distinction in thought. The chapter assesses arguments in favour of the act/object distinction and against the act/content/object distinction.

Potential questions of metapsychiatry

2005 ◽  
Vol 48 (3-4) ◽  
pp. 109-119
Author(s):  
Petar Opalic
Keyword(s):  
Common Sense ◽  
Theory And Practice ◽  
Main Issue ◽  
Spiritual Life ◽  
Cartesian Dualism ◽  
Historical Aspects ◽  
Neutral Monism ◽  
Psychiatric Theory ◽  
Mental Contents

The introduction presents different contents and historical aspects of the relation between philosophy and psychiatry, with the issues of metapsychiatry among the most general ones. Subsequently, several problems of metapsychiatry are addressed, as problematizing of psychiatric theory and practice. The questions to which metapsychiatry, alone or together with other sciences could provide answers, are briefly addressed. Those are primarily the issues of singularity and consistency of a particular psychiatric entity, the issue of causality in psychiatry, the reality of psychiatric categories, the issue of the relation of psychiatry and common sense, of modular or holistic organization of mental contents, the relation between practicism and intellectualism in psychiatry, of the Cartesian dilemma in psychiatry and the issue of autonomy of the contents of spiritual life. The main issue that metapsychiatry ought to provide an answer to is the relation between physical and psychic substantiality in psychiatry, solved until now, as e already said, from the viewpoints of idealistic nomism. materialism, neutral monism ontological epiphenomenalism, and Cartesian dualism. As a conclusion, the author points to certain advantages offered by metapsychiatric analyses, i.e. defragmenting the relation between philosophy and psychiatry.

The Case for Mach’s Neutral Monism

2021 ◽  
pp. 258-279
Author(s):  
Erik C. Banks
Keyword(s):  
Neutral Monism

Principles of Effective E-Learning

2014 ◽  
pp. 150-165
Author(s):  
Matthew Kolakowski ◽  
Paul Bishop
Keyword(s):  
Reference Model ◽  
Traditional Learning ◽  
Global Business ◽  
Business Outcomes ◽  
Face To Face ◽  
Training Requirements ◽  
E Learning ◽  
Instructional Management Systems ◽  
Content Object ◽  
Organizational Value

What are the primary principles of effective e-learning and the subsequent impact on leadership in global business as digital technologies mediums continue to emerge within academia and the workplace? Maxwell (2013) defines this principle as “instructional practices and internet capabilities that direct learners toward a specified level of proficiency and competency in the shortest amount of time” (p. 89). Traditional learning measures that require extensive face to face interaction no longer fit Maxwell's description and inhibit audiences that require flexibility in obtaining proficiency on tasks like annual training requirements and sustaining Continuing Education Units (CEUs) for certifications. This chapter introduces the foundation of e-learning parameters, Sharable Content Object Reference Model (SCORM), Instructional Management Systems (IMS), and how these mediums interact with learners in conjunction with its impact on leadership, business outcomes, and organizational value.

Mach, Ernst (1838–1916)

2018 ◽  
Author(s):  
Andy Hamilton
Keyword(s):  
Vienna Circle ◽  
Logical Positivism ◽  
Atomic Theory ◽  
Scientific Philosophy ◽  
The World ◽  
Neutral Monism ◽  
Late Nineteenth ◽  
Scientific Laws ◽  
Limiting Case

Mach was an Austrian physicist and philosopher. Though not one of the great philosophers, he was tremendously influential in the development of ‘scientific philosophy’ in the late nineteenth and early twentieth centuries. A vigorous opponent of ‘metaphysics’, he was celebrated as a progenitor of logical positivism. His work is regarded as a limiting case of pure empiricism; he stands between the empiricism of Hume and J.S. Mill, and that of the Vienna Circle. Mach’s positivist conception of science saw its aims as descriptive and predictive; explanation is downgraded. Scientific laws and theories are economical means of describing phenomena. Theories that refer to unobservable entities – including atomic theory – may impede inquiry. They should be eliminated where possible in favour of theories involving ‘direct descriptions’ of phenomena. Mach claimed to be a scientist, not a philosopher, but the ‘Machian philosophy’ was ‘neutral monism’. Close to phenomenalism, it saw the world as functionally related complexes of sensations, and aspired to anti-metaphysical neutrality.

An Adaptive System for Retrieval and Composition of Learning Objects

2011 ◽  
Vol 2 (4) ◽  
pp. 42-59
Author(s):  
Burasakorn Yoosooka ◽  
Vilas Wuwongse
Keyword(s):  
Adaptive System ◽  
Reference Model ◽  
Learning Objects ◽  
Preliminary Evaluation ◽  
Learner Characteristics ◽  
New Approach ◽  
Automatic Retrieval ◽  
Hypermedia System ◽  
Content Object ◽  
Object Reference

This paper proposes a new approach to automatic retrieval and composition of Learning Objects (LOs) in an Adaptive Educational Hypermedia System (AEHS) using multidimensional learner characteristics to enhance learning effectiveness. The approach focuses on adaptive techniques in four components of AEHS: Learning Paths, LO Retrieval, LO Sequencing, and Examination Difficulty Levels. This approach has been designed to enable the adaptation of rules to become generic. Hence, the application to various domains is possible. The approach dynamically selects, sequences, and composes LOs into an individual learning package based on the use of domain ontology, learner profiles, and LO metadata. The Sharable Content Object Reference Model is employed to represent LO metadata and learning packages in order to support LO sharing. The IMS Learner Information Package Specification is used to represent learner profiles. A preliminary evaluation of the developed system indicates the system’s effectiveness in terms of learners’ satisfaction.

Sign in / Sign up

Export Citation Format

Share Document