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In this paper we comment on the opinions of great philosophers from various epochs on the relationship between computers and the human mind. We ponder over whether we might be able to gain an understanding of the human mind and a perception of the world from the scientific point of view. We focus on the relationship between these two issues.

Interpretations of data in qualitative research may be biased for many reasons. This paper explores three commonly overlooked problems from a rather positivist point of view and deals with them mainly through the lens of cognitive psychology and survey methodology. The first problem is that researchers and readers of the research tend to trust retrospective data too much even though it is known that our memory is highly reconstructive. The second problem is that we often create interpretations too quickly and do not ground them in data well. The third problem is inappropriately generalising our findings because we underrate the variability of the phenomena studied. The aim is not to employ quantitative criteria in qualitative research but to show that especially in cases where we seek more objectivity (e.g., factual information about events) and less about the subjective phenomenal world (e.g., how people perceive these events from today’s perspective), cognitive psychology or survey methodology can offer valuable insights. Recommendations about what researchers should be careful of and how to increase the objectivity of the interpretations are offered.

This paper aims to briefly introduce the main idea behind the fuzzy approach and to identify the areas and problems encountered in the humanities that might profit from using this approach. Based on a short overview of selected applications of fuzzy in psychology we identify key areas in which the fuzzy approach has already been applied, and propose a list of general types of problems that the fuzzy approach may provide solutions for in psychology and the humanities in general. These types of problems are illustrated using practical examples. The benefits and possible shortcomings of using the fuzzy approach compared to classical approaches in use today are discussed. The goal of this paper is to indicate areas in research and practice in the humanities, where modern mathematical tools—in this case linguistic fuzzy modeling—have already been used or might prove promising.

The paper deals with the problem of Peirce’s theory of signs, placing it within the context of modern semiotics (comparing it with Saussurean semiology, in particular), and considers Peirce’s semiotics from the point of view of his theory of categories (phaneroscopy) and in the terms of his classification of signs. The article emphasizes the complicated system of Peirce’s late, “mature”, semeiotic and his theory (classification) of Interpretant.

In recent years, the debate on emotions has been influenced by postconstructionist research, particularly the use of performativity as a key concept. According to Judith Butler (1993, 1997) the construction of emotions is a process open to constant change and redefinition. The final result of emotionlanguage “natural” development is what is known as technoscience. New ways of naming emotions have emerged within technoscience. In our research on the use of information and communication technologies (ICT) by cyber-café and call shop users, we came to understand how these technologies are significant in those users’ daily life. The emphasis will be on analyzing emotions related to the use of ICT in the aforementioned settings. Using the concept of performance (Butler, 1990), we will explore how narratives create a need for particular emotions, which did not exist before they were performed. To understand this performance, we use an ad hoc tool called Membership Categorization Analysis (MCA) as it is used by the Manchester School. Analysis has revealed the existence of a membership category in which velocity is salient as performance. This ‘velocity’ seems to follow the evolution of technoscience in the social sciences. We will observe velocity in the context created by two concepts, Donna Haraway’s (1990) cyborg and Alessandro Baricco’s (2007) mutant.

The question of how society should deal with social conflicts arising from cultural differences persists. Should we adopt an exclusivist approach by excluding reasons based on specific cultural traditions (culture-based reasons) from public debates about social policy, especially because these reasons do not appeal to the public at large? Or should we resort to an inclusivist approach by including reasons based on cultural traditions in public debate to give recognition to the diverse cultural identities of those who practice these traditions? While these two approaches assign different roles to cultural traditions in public debate, both seem to welcome compromise between conflicting parties. This paper reviews contending normative approaches for dealing with conflicts in multicultural societies and explores the place of culture-based reasons in public debates designed to resolve conflicts.

The article is divided into five parts that take readers through a historical and sociological analysis of the birth of European nationalism and concludes by emphasizing the need to overcome nationalism. In the first three parts, the author provides readers with detailed arguments on the historical background of nationalism. These show that the ideas of nationalism provided modern society with an important type of social bond. However, the article also focuses on why this type of social bond became the source of serious trouble in central Europe. It has produced many disastrous events, such as wars, the holocaust, and ethnic-cleansing. Moreover, it has brought about a style of thinking that is too rigid and out of date in our globalizing world. The fourth part shows that nationalism operates through nationalist identity-myths. In the final part of the article, the author demonstrates how this new type of nationalism type has influenced the philosophy of education, teaching and national curricula and suggests a few maxims that should govern the transition from nationalist to trans-nationalist perspectives (not only) in education.

The capability approach, which is closely connected to the works of Amartya Sen and Martha Nussbaum, is one possible theoretical framework that could be used to answer the question as to why poverty is a problem from a moral point of view. In this paper we will focus on the normative philosophical capability approach rather than the social scientific and descriptive perspective. We will show that the approach characterizes poverty mainly as a limitation of freedom and that it is precisely this aspect, from its point of view, that makes poverty morally significant. This insight shifts the discussion away from questions regarding specific capabilities or lists of them-questions treated extensively in the literature-to the more general level of what constitutes the normative core of the capability approach. But as we will also discuss and argue, the role of freedom alone does not give us a complete picture of poverty but only presents us with one aspect relevant to evaluating it. A further aspect which we consider has not been adequately recognized and taken into account by most capability theorists is the experience of disrespect and humiliation, or to put it differently, a lack of recognition.

The legal language of lawyers and judges is generally dry and factual but an examination of the rulings of Israeli Supreme Court justices shows that at least some of them use very picturesque speech to support their positions. This paper describes the use of figurative language as employed by Israeli Supreme Court justices in their writing of verdicts. Examples of the use of metaphors, metonymy, word play, imagery, oxymorons, parables and allegory are cited and discussed.